EMBER 2, 1903. __ Price 50 cents per year 


- Southern 
Education 


~ (Rural peers) 





Ne _. “Tf the crowns of all the kingdoms of Europe were 
‘ -- laid down at my feet in exchange for my books and 
my love of reading, t Ne spurn them all.” 
ce Lie 


aed ed Gay hrf the duty of the State to see that its citizens 
know how to read,-it is certainly no less its duty to see 
that they are trained to do the right kind of reading; 
otherwise the ability to read may be harmful rather 
then beneficial, both to the individual and to the State.” 
Sherman Williams. 


“The child that by the age of fourteen has not read 
Robinson Crusoe, Hiawatha, Pilgrim’s Progress, The 
Stories of Greek Heroes, by Kingsley and Hawthorne; 

- The Lays of Ancient Rome, Paul Revere’s Ride, Gul- 
liver’s Travels, The Arabian Nights, Sleepy Hollow, Rip 
Van Winkle, The Tales of the White Hills, The Court- 
ship of Miles Standish, Scott’s Tales of a Grandfather, 
Marmion, and Lady of the Lake, the Story of Ulysses 
and the Trojan War, of Siegfried, William Tell, Alfred, 
and John Smith, of Columbus, Washington, and Lincoln 
=the boy or girl who has grown up to the age of fourteen 
Eo without. a chance to read and thoroughly enjoy these 
books: has been robbed of a great fundamental right; a 
right which can never be made: good by any subsequent 
5 Rk or grants EE ah oe 
Rotts ae ap de -. Charles A. BORY 


es 


SOUTHERN EDUCATION | BOARD, sages » Tean, Publishers. 


VOL. ee Se a ee No 18 


_- @AUT-O@DEN CO., KNOXVILLE, Tithw. 


SOUTHERN EDUCATION BOARD 


Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. 
J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon: H. H. 
Hanna, Dr. C. D. McIver, Edgar Gardner Murphy, Robert C. Ogden, Dr. 
Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw 


Officers 

President, Robert C. Ogden, New York City 

Secretary, Dr. Charles D, McIver, Greensboro, N. C.. 
Treasurer, George Foster Peabody, New York City 
Supervising Director, Hon. J. L. M. Curry, Washington, D. Ce 


Bureau of Information and Investigation: Director, Dr. Chas. W. 
Dabney; Secretary, Charles L. Coon, Knoxville, “Tenth 
District Directors: Dr. E. A. Alderman, New Orleans, ‘La., Dr. H. B. 
Frissell, Hampton, Va., Dr. Charles D, McIver, Greensboro, N. C. 
Campaign Committee: Hon. a L. M. Curry, Chairman; Dr. E. A. 
Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D, McIver 
General Field Agents: Dr. G. S. Dickerman, New Haven, Conn. ; 
_ Prin. Booker T’. Washington, Tuskegee, Ala. 
es Field Agents for Virginia: Hon. H. St. cenee Nes Lexington, 
6 Va., and Dr. Robert Frazer, Richmond, Va. ~ 
Field Agent for Alabama, J. B. Graham, Talladega, ee 


Executive Secretary associated with the President, Edgar Gardner 
METRES, . 





“A good book is the precious life-blood of a master spirit ee. 
embalmed: and treasured up on purpose toa life eee ites: 


— MILTON. 


“God be thanked for good books. They are the voices of 
the distant and the dead, and make us heirs of the spiritual life | 
of the past ages. ‘In the best books great men talk to us, sive tis 3 
: ‘their most precious thoughts, and abe their souls into ours.’ 


ae CHANNING. - 


‘CA taste : for books is iti pleasure atid glory ue my “tifes : re 
would not exchange it for the glory ot the Indies.’ oe 


oA She = —Grnron. 


O27 .B3 
5 ey 


Southern Lducation 


Published at Knoxville, Tenn., by the 


Bureau of the Southern Education Board: 


SUBSCRIPTION PRICE: 


aber Sey 5 a 50 cents 
PRTG eIMONtNS)...22).n oe. 1b Cents 


ADDRESS: SOUTHERN EDUCATION BOARD 
KNOXVILLE, TENN. 


Monday, November 2, 1903 


The editor is indebted for valuable 
suggestions in making this number of 
SoUTHERN Epucation to Mr. Clarence 
H. Poe, Raleigh, N. C.; to Supt G. F. 
Boyd, Kosciusko, Miss.; to Profs. P. P. 
Claxton and W. Rose, University of 


Tennessee; and to many others. 


Any rural teacher can have a rural 
school library, if she only wills to have 
Get the children interested first of 
all. The children’s interest will secure 
After this is 


secured a public entertainment will help. 


one. 
the interest of the parents. 


Then talk to the parents and ask for 
more money. 


And how is the best way to interest 
children in the rural library you should 
have? The best way is for the teacher 
to get some of the books on the library 


lists in this number of SouTHERN Epvu- 


CATION. Let the children read these 
books. Read some of them to the chil- 
dren. Jet them carry some of them 
home. ‘The parents will thus soon be- 


come. interested and the rural library 
will be easy to establish. 


The ordinary reading books used in 
the rural schools, the books prescribed 
for use, are usually poor literature at 
best or only selections from real litera- 
ture. The reading by the children of the 
books mentioned in the rural school 
library lists of this number of SouTHERN 
Epucation can not take the place of any 
state prescribed school course, but such 
reading can nevertheless be done and can 
be used to give life and joy to the whole 


rural school work. 


The rural school library need not have 
very many books. It is perhaps best 
that it should be small. The teacher 
should be thoroughly familiar with each 


book. 


The rural school library should be ac- 


cessible to the children and their parents 
during the vacation time. The teacher 
can arrange for this by having some in- 
telligent person in the community act as 


librarian during the vacation. 


There can be no real education except 
And _ such 


contact can occur in two ways only, viz., 


by soul contact with soul. 


by means of books (not text-books) and 
by means of teachers. The rural school 
library is, therefore, a necessity in the 


education of children. 


The rural school library is the means 
by which to get books, to keep them, and 
to get books read. 


That rural school in which no books 


338 SOUTHERN 


are read except the ordinary text-books 
is not educating the children. The most 
it is doing is giving those children the 
mere tools of knowledge. Such a school 
is only trusting that somehow the chil- 
dren may become educated, may finally 
learn how to use the dangerous tools it 


has ignorantly given them. 


The children’s literature of the first 
and the second school years should con- 
sist largely of fairy stories and fables. 
During the third year the myths of the 
Greeks and the Romans should be read. 
During the fourth year the Song of Hia- 
watha should be read; during the fifth 
year the Norse mythology; during the 
sixth year the Odyssey of Homer; dur- 
ing the seventh year the Iliad of Homer; 
during the eighth year the children’s 
reading should be largely in the field 
Whole books 
Of 


course, other literature than that indi- 


of American literature. 


should be read and not scraps. 


cated above may be read with much 
pleasure and profit, but what is here in- 


dicated should come first. 


The difference between an educated 
man and an wtuneducated man “is that 
the educated man feels more, sees more, 
wants more, is interested in a vastly 
‘greater variety of things.” Mere technical 
arithmetic, technical grammar, technical 
drawing, and most of the geography and 
history taught in our public schools can 
not really educate the children; these 
can only supply the tools of knowledge. 
Real education comes to the children by 
means of reading good books and by 
association with teachers who are them- 


selves educated. 


EDUCATION 


The public schools of Nebraska cele- 
On this 
provided. 


brate Library Day each year. 
day a _ special program is 
Funds and donations of books for the 
library are solicited and the public school 
patrons of each district are urged to 
One of the ob- 


jects of the library. movement in Ne- 


attend the celebration. 


braska is the encouragment of reading 
aloud in the homes by both pupils and 
parents. 


Texas has a State Library Association 
which was organized on June 10, 1902. 
This association is working with good 
prospects of favorable results for a State 
Library Commission, whose business it 
shall be to secure needed library legisla- 
tion, and to promote the establishment 
and furtherance of free public libraries 
The Texas State 


Library Association has time and again 


in every way possible. 


called attention to the importance of 


establishing free rural and _ traveling 
libraries and to the necessity and im- 
portance of good reading in the public 


schools. 


The first public library in America 
to be supported chiefly at public expense 
and from which any citizen might bor- 
row books was established at Charleston, 
Ss. C., in 1698, and was in charge of 
the minister of St. Philip's Church as 


librarian. 


Why Rural! Libraries? 
“The difference between the educated 
man and the uneducated,’ says Presi- 
dent Schurman, “is that the educated 
man sees more, feels more, wants more, 


is interested in a vastly greater variety 


SOUTHERN EDUCATION 


of things, and, in short, lives a larger, 
He is haunted 
by thoughts and touched by emotions 


a richer and a fuller life. 


and moved by ideals which are incom- 
municable to him who has not been nour- 
ished at the breasts of human science 
It is the business of the 
initiate the child 
Yet it is a lamentable fact 


and culture.” 
school to into this 
larger life. 
that the boys and the girls of the rural 
communities of the South are getting 
from the public school practically no help 
in this direction. A child may learn to 
read and to write and to manipulate num- 
bers, may learn the rules of grammar and 
rhetoric, may memorize and recite the 
mere lists of facts which pass for geog- 
raphy and history — may do all this well, 
and yet go out into the world with his 
horizon but little broader than if the 
school had never existed. 

The business of the school is to in- 
itiate the child But 


civilization is not embodied in the formal 


into civilization. 


3359 


reading, writing, arithmetic, 
To give the child these is to 
give him his instruments, his tools; but 


studies: 


grammar. 


to give him no more is to leave him 
without inspiration and guidance. These 
tools are made useful only in so far as 
the child has opened ‘up to him the 
realms of nature and humanity. Through 
the use of these instruments the child 
may enrich his own life by appropriating 
the accumulated experience of the race. 
This experience comes to him in the 
main in the form of books. The most 
vital endowment which the school gives 
to the child is the confirmed reading 
habit directed by a cultivated taste. With 
this endowment the most remote com- 
munity is put in touch with civilization; 
the child of the district 1s made the citi- 
zen of the world. But this reading habit 
can not be cultivated in the absence of 
Without the rural district li- 


brary, the rural school must fail in its 


books. 


most important function. Veni, 


LIBRARIES AND THE PUBLIC SCHOOLS. 


The education gained at school must, with the great majority of people, be 


meager at the best. 


reading after the school life is finished. 


This may be, and should be, supplemented by extensive 


If this work is to be done well, and 


under favorable conditions, the pupil must, while in school, not only be trained 
to like good literature, but also, if possible, to use a public library intelligently. 
The library must be regarded as an important and necessary part of the 


system of public education. 


of the inhabitants of Massachusetts are without library facilities. 


It is said that not more than one in five hundred 


This should 


be the condition everywhere, and may be at no very distant time if those who 
should be the most interested — the teachers of the country — will make a unani- 


mous, persistent, and continued effort in this direction. 


There is nothing that 


appeals to people more generally, or to which they will respond more readily 
and liberally, than an effort to establish free public libraries, 1f the work 1s 


carried on with good judgment. 


Children must be directed and trained in regard to their reading. 


They can 


no more be trusted to get their own knowledge of and taste for literature 
unaided than they can get their scientific and mathematical training in the 


same way. 


If it is the duty of the State to see that its citizens know how to read, it is 
certainly no less its duty to see that they are trained to do the right kind of 
reading; otherwise the ability to read may be harmful rather than beneficial, 


both to the individual and to the State. 


b 44186 





_ 340 SOUTHERN EDUCATION 


Training pupils to read and love good literature is by far the most important 
work done in school. There is nothing else that a teacher can do at all compatable 
to it in value. It is the one thing the school does that continues to contribute to 
one’s education so long as he lives. We should never forget that it is not the 
ability to read, but the use made of that ability, that contributes to the destiny 
of a child. 

Some one has said that education consists of formation of habits and the 
acquisition of tastes. This is certainly the case so far as reading is concerned, 
and all that the school and library can do, working together in harmony, is 
necessary to the best success in this matter of forming correct reading habits 
and good taste in literature. — SHERMAN WILLIAMS. 


THE CHILD’S LITERARY RIGHT. 


The child that by the age of 14 has not read Robinson Crusoe, Hiawatha, 
Pilgrim’s Progress, The Stories of Greek Heroes, by Kingsley and Hawthorne, 
The Lays of Ancient Rome, Paul Revere’s Ride, Gulliver’s Travels, The Arabian 
Nights, Sleepy Hollow, Rip Van Winkle, The Tales of the White Hills, The 
Courtship of Miles Standish, Scott’s Tales of a Grandfather, Marmion,’and Lady 
of the Lake, the story of Ulysses and the Trojan War, of Siegfried, William 
Tell, Alfred, and John Smith, of Columbus, Washington, and Lincoln —the boy 
or girl who has grown up to the age of 14 without a chance to read and thor- 
oughly enjoy these books has been robbed of a great fundamental right; a right 
which can never be made good by any subsequent privileges or grants. It is not 
a question of learning how to read —all children who go to school learn that; 
it is the vastly greater question of appreciating and enjoying the best things 
which are worth reading. Judged on this standard of worth, the reading exer- 
cises of our schools have acquired a tenfold significance, and all teachers who 
have looked into the matter have felt a new enthusiasm for the grand oppor- 
tunities of commen-school education. There is no doubt, whatever, among 
intelligent people, that good literature is a powerful instrument of education. It 
is by nomeans the whole of education, but when the reading habits of children 
are properly directed, their interest in suitable books cultivated and strengthened, 
their characters are strongly tinctured and influenced by what they read. lf 
their minds are thus filled up with such stimulating thought material, and their 
sympathies and interests awakened and cultivated by such ennobling thoughts, 
the better side of character has a deep, rich soil into which it may strike its 
roots. So profound has heen the conviction of leading educators upon the value 
of the reading matter of the schools for the best purposes of true education that 
the whole plan of study, and the whole method of treatment and discussion, as 
touching these materials, have been reorganized with a view to putting all chil- 
dren into! possession of this great birthright. —CuHartEes A. McMurry. 


RURAL LIBRARIES. 


The Need for Rural Libraries and an Explanation of the North 
Carolina Rural School Library Laws. 


“We have heretofore put too much confidence in the mere acquisition of the 
arts of reading and writing. After these arts are acquired there is much to be 
done to make them effective for the development of the child’s intelligence. If 
his reasoning power is to be developed through reading he must be guided to 
the right sort of reading. The school must teach not only how to read, but what 
to read, and it must develop a taste for wholesome reading.” 

It is to remedy just this defect that the rural school library has been intro- 
duced into twenty-nine American States. And though widely varying plans have 
been adopted, in no other State, I dare say, has more rapid progress been made, 
or greater results accomplished in proportion to the capital expended, than in 
North Carolina. For this reason I may be pardoned for referring at some length 


SOUTHERN EDUCATION 34 lla 


to this North Carolina plan, which seems to be the one best adapted to States 
having a large rural population and a small revenue. ‘The law as passed by the 
General Assembly of 1901 provides in substance: 

That wherever the friends or patrons of any rural public school contribute 
$10 or more for starting a library in connection with the school, $10 of the regular 
district school fund shall also be set apart for the same purpose, while another 
$10 will be given from the State appropriation — thus assuring at the outset at 
least $30 for each school library; in many cases, of course, the patrons raise more 
than the minimum sum, $10, needed to secure the $20 from other sources. The 
County Board of Education then names some competent person to manage the 
prospective library, and purchase the books for it; these to be chosen from a 
remarkably well-selected list prepared by a committee of distinguished educators 
two years ago. The same committee, by the way, obtained competitive bids, from 
prominent publishing houses, thus forcing prices to strikingly low figures, even 
for classics, The smallest libraries have seventy-five or eighty neat and sub- 
stantially bound volumes. 

By the earnest efforts of the North Carolina Literary and Historical Asso- 
ciation an appropriation of $5,000 was obtained for the payment of the State’s 
part in the experimental plan just outlined, and in September, 1901, the appro- 
priation became available and the first North Carolina rural school library was 
established. The entire sum would have been speedily exhausted by the more 
progressive sections had not the legislature provided that the State appropriation 
of $10 for each library should be available for not more than six school districts 
in any one of the ninety-seven counties. Within five months a third of the 
counties reached this limit, and other schools within their borders applied in 
vain for State aid. Before the General Assembly of 1903 met in January, 431 
of a possible 500 libraries had been helped. In the face of such success, there 
was nothing for the legislature to do but make an appropriation of $5,000 more 
for the ensuing two years; while $2,500 was added to strengthen and enlarge 
the libraries already established — the same Carnegie-like principle of codperation 
to be observed; each gift from the State to be duplicated by an appropriation 
from the school fund and again duplicated by private subscription. 

Not only does the rural school library develop the reading habit; it develops 
it along right lines. Since, as Emerson says, “the ancestor of every action is a 
thought,” how important it is that the literature that is to provoke thought be 
not only wholesome but well-rounded and well-balanced! In our city libraries 
fiction has much too large a place; many women and young people read nothing 
‘else. But while these rural libraries contain a few great novels, the chief effort 
is to develop a proper appreciation of choice works of science, travel, nature- 
study, poetry, history, biography, and mythology. Even if the child formed the 
“reading habit” outside the school, it would still be worth while for the State 
to have these libraries for the sole purpose of turning his new-found love of 
truth into right channels of truth and beauty. 

Nor have the boys and girls been the only beneficiaries of the new movement. 
It has opened up a new world for many of the parents, and has done incalculable 
good in continuing the education of persons too old or too poor to longer attend 
school. The superintendent of schools for Durham County says that the books 
are used as much. by the parents as by the children themselves, and the Pitt 
County superintendent says that the libraries have caused hitherto indifferent 
parents to become deeply interested in the education of their children. “ The 
peculiar value of the school library,” as the New York Evening Post rightly 
observes, “lies in the fact that it educates the younger generation as well as the 
older.” 

All in all, the North Carolina plan has proved a strikingly successful inno- 
vation, and we are moved to wonder that our educational leaders did not long 
ago perceive the value of rural library work, or, realizing it, did not think of 
the ease with which it may be conducted in connection with the public school. 
We are now not far from the time when no house where children meet for study, 
whether in town or country, will be regarded as even tolerably equipped witpout 
a small collection of the best books. —CnLarence H. Por, Raleigh, N. C., in 
September, 1903, Review of Reviews. 


342 


SOUTHERN EDUCATION 


A RURAL SCHOOL LIBRARY. 
A List of Books for a Rural School Library. Something about 


the Books. 
the Books. 


Classified by Grades. 


Cost and Where to get 


The following is a good list of books with which to begin a rural school 
library. The books are described somewhat in detail, and some of them are also 


classified by grades, for the greater convenience of teachers. 
in the general list may be read by the teacher to the pupils. 


Many of the books 
The books which 


have been arranged by grades bear directly on what should be the literature, 
geography, or history work of those grades. 


1. Classic Stories for Little Ones. 
Mrs. L. B. McMurry. Public 
School’ Publishing: Coer. nae 35¢ 

(1) 

This is an excellent adaptation of a 

number of the most famous fairy stories. 


The book can be read very early in the 
school life of the children. 


2. Bow-Wow and Mew-Mew. G. 
M. Craik. Maynard, Merrill 
Bl COS ee oa are eee ale ee 20c 
(1) 


This is the story of the life and ad- 
ventures of a dog and a cat. The book 
will be enjoyed by the youngest readers. 


3. Southern Poets. Weber. Mac- 
millan? Co.) New Yorkes4).c.4 25¢ 
(8) 
This book contains selections from the 
leading Southern poets. 


4. Paul Jones. Hutchins Hapgood. 
pp. 126. Houghton, Mifflin & 
COG Cath ie an eal ae Op he as eet as a 65¢ 
(6) 

This is a brief biography of John Paul 
Jones. It gives an account of his early 
voyages, cruise of the Providence and 
the .4rthur, the cruise of the Ranger, his 
fight with the Serapis. There are addi- 
tional chapters on Diplomacy at the 
Texel, Society in Paris, Private Ambi- 
tion and Public Business, a chapter on 
his Russian Service, and an account of 
his last days. There is an excellent 
frontispiece of Jones. 


5. The Eugene Field Book. Mary 
E. Burt and Mary B. Cable. 
Du E30.) Anat ies pcribncrs. 
SATS ILOO2 Ss saat sass eet ee 60c 


This is a collection of the best chil- 
dren’s poems by Eugene Field. It con- 
tains the well-known poems, Little Boy 
Blue, Wynken, Blynken and Nod, Just 
"Fore Christmas, Pittypat and Tippytoes, 
and the like. Besides there is a chapter 
of letters by Field to his children, a 
chapter of autobiography, and anecdotes 
illustrating the well-known characteris- 
tics of Field. 


6. Alice’s Adventures in Wonder- 
land. Edited by Florence Mil- 
ner. pp. 192. Rand, McNally 
& Co. ; Tlustrated 4. eee ae 25c 


(G) 

Every one knows this book. It is not 
necessary to speak of its contents. It 
has long been one of the best books for 
children. This edition contains a bio- 
graphical sketch of the author and some 
notes by the editor. There is also a 
reading list for those who desire to know 
more about Lewis Carroll’s books. 


7. Big People and Little People of 
Other Lands. Edward R. Shaw. 
pp. 128. American Book Co., 
TQOO Fit. yl Shae ee 30¢ 


(2) 

This book describes the big people and 
little people of China, Japan, Arabia, 
Corea, Borneo, India, Lapland, Green- 
land, Russia, Switzerland, Holland, Pata- 
gonia, the pygmies of Africa, and the 
Indians. ‘There is a chapter on the 
Philippines, the Congo and Amazon 
valleys. The book is well illustrated and 
charmingly written. 


8. Stories of Great Americans for 


Little Americans. Edward Eg- 
gleston. pp. 159. American 
Book .Coj, 1805 22.072 ve oe 40c 


SOUTHERN EDUCATION 


There are stories of Franklin, Boone, 
Irving, Audubon, Daniel Boone, Dr. 
Kane, Jefferson, Kit Carson, Horace 
Greeley, and others. There are many il- 
Justrations which add interest to the 
book. 


9. Tales of Troy. Charles De Gar- 


mo. “pp. 68 Public School 

Publishing Co., Bloomington, 

PEPE GOS Wt cit): Sate Mille ce 63 35Cc 
(6) 


This is Dr. De Garmo’s translation of 
a famous German story of Professor C. 
Witt. The book contains an account of 
Paris and Helen, The Greeks at Aulis, 
Iphigenia, The Greeks and Trojans, 
Quarrel of Agamemnon and Achilles, 
The Duel between Paris and Agamem- 
non, The Great Deeds of Diomed, Hec- 
tor and Ajax, The Misfortune of the 
Greeks, The Night Spies, Patroclus, 
Achilles and Ajax, and the Destruction 
of Troy. There are several illustrations 
and an index for the pronunciation of 
proper names. 


10. Old Stories of the Fast. James 


Baldwin. pp. 215. American 
Book Co., ee OOL IC. biter cowie.’ 45c 
3) 


This book contains the author’s adap- 
tation in literary form and language of 
a number of Old Testament stories. The 
stories treated are The Garden of De- 
light, The Two Brothers, The Flood of 
Waters, The Great Chief, The Master of 
the Land of the Nile, The Great Law- 
giver, and others equally interesting. 
This is one of the most charmingly 
written children’s books extant. 


11. The Story of Ulysses. Agnes 
Spofford Cook. pp. 153. Pub- 


lic School Publishing Co., 
Vk stwieadyaat'g gaye a 0 PR Me deepiemar anes ger 50c 
(3) 


This book contains a well-written ac- 
count of the part Ulysses played in the 
Trojan War and his adventures on his 
journey homeward to Ithaca, based on 
Homer’s Odyssey. ‘There are illustra- 
tions and a few explanatory notes which 
add much to the value of the book. 


12, Aunt Martha’s Corner Cupboard. 
Mary and Elizabeth Kirby. pp. 
153. Educational Publishing 


.of books relating to Indians. 


343 


Stories about tea, sugar, coffee, salt, 
currants, rice, and honey. ‘There are 
many illustrations. The book is intended 
to give children a glimpse of the great 
world of industry beyond their usual en- 
vironment. 


13. Ten Boys. Jane Andrews. Ginn 
& Co., Boston. pp. 240. 1902..50c 
(4) 

This book is intended to trace our own 
race from its Aryan source to its pres- 
ent type. There are stories of Cablu, 
Darius, Cleon, Horatius,. Wulf, Gilbert, 
Roger, Ezekiel Fuller, Jonathan Dawson, 
and Frank Wilson. The book is illus- 
trated and charmingly written, as are all 
of Miss Andrews’ stories. 


14. Stories .of Colonial Children. 
Pratt) app. 221.» Educational 
Publishing Co., New York... .40c 

(3) 


This book attempts to give a glimpse 
at the child life in the Colonies before 
the days of the Revolution. There are 
numerous illustrations, one of which is a 
reproduction of a page from the New 
England Primer. 


15. The Song of Hiawatha. Long- 
fellow. pp. 193. Houghton, 
MMiftline OC On.) BOSTON washed 40c 

(4) 


This book is Nos. 13 and 14 of the 
Riverside Literature Series. It contains, 
besides the poem, an account of the visit 
to Hiawatha’s people by Alice M. Long- 
fellow, an introductory note and a list 
There is 
a pronouncing vocabulary. The illustra- 
tions are by Frederic Remington. 


16. Stories of Industry. Chase & 
Clow. 2 vols. pp. 350. Edu- 
cational) Publishing) Go. wee... 80c 

(40c each) 
(5-8) 

Volume I contains stories of coal, pe- 
troleum, gold, silver, copper, the making 
of sewing machines, stoves, watches, 
clocks, ships, glass articles, and the like. 
Volume II contains stories of the making 
of calico, linen, carpets, silk, hats, furs, 
shoes, and the like. Both volumes are 
proiusely illustrated. 


17. 20ld, Norse > stones: Sarah 
Powers’ Bradish. Pp. 240. 
Americans Books Coy sewe-ates 45c 

(5) 


344 SOUTHERN 


The author has endeavored to re-tell 
some of the most popular of the old 
Norse stories so as to make them attrac- 
tive to young readers. Most of these 
stories show what our ancestors thought 
of the common phenomena of nature, 
such as day and night summer and win- 
ter, storms and sunshine, life and death. 
The book is well written. There is a 
pronouncing vocabulary of Norse names. 
The book is illustrated. 


18. Gulliver’s Travels. | Jonathan 
Swift. .pp. 193. Houghton, 
NMittig Coa are ea), © eee 40c 

(5) 


This edition contains the voyages to 
Liliput and Brobdinag. ‘There is an in- 
troductory sketch, notes, and two maps. 
This volume is No. 89-90 of the River- 
side Literature Series. 


19. A Wonder Book for Boys and 


Girls. Nathaniel Hawthorne. 
pp. 203. Houghton, Mifflin & 
OY ae AANUA one ainge tlee HOY Segue Ug. 40c 


(4) 


This well-known book contains stories 
of the Gorgon’s Head, the Golden Touch, 
Paradise of Children, Three Golden 
Apples, the Miraculous Pitcher, and the 
Chimera. ‘There is an introductory note, 
mythological index and pronouncing vo- 
cabulary and six illustrations. ‘This vol- 
ume is No. 17-18 of the Riverside Litera- 
ture Series. 


20. Little Women. Louisa M. Alcott. 
pp. 532. Little, Brown & Co., 


BOStOt. TOG var caine meee ee (6 


Little Women: or Meg, Joe, Beth and 
Amy is one of the best children’s books. 
‘Lhis edition is illustrated. 


21. Fifty Famous Stories Retold. 
James Baldwin. pp. 172. Amer- 
ican Book Co., New York..... 35c 

(2) 

This book contains stories of King Al- 
fred, Robin Hood, Bruce and the Spider, 
Sir Philip Sydney, Sir Walter Raleigh, 
George Washington, William Tell, Reg- 
ulus, Damon and Pythias, and many 
others. There are numerous illustra- 
tions. 


EDUCATION 

22. The Arabian Nights. Edward 
Everett Hale. pp. 366. Ginn 
& Co., Boston. 5/5 ee seem 45c 


(G) 

This edition contains The Story of 
Aladdin, The Traveling Merchant, and 
other well-known stories of the East. 
There are numerous illustrations. . 


23. Discoverers and Explorers. Ed- 
ward R. Shaw. pp. 129. Amer- 
ican Book Co., New York..... 35c 

(4) 


This book contains stories of Marco 
Polo, Columbus, Vasco da Gama, John 
and Sebastian Cabot, Vespucius, Ponce 
de Leon, Balboa, Magellan, Cortez, Pi- 
zarro, De Soto, Verrazzano, Henry Hud- 
son, and an account of the famous voy- 
age of Sir Francis Drake, the Great River 
Amazon, and Ei Dorado. 


24. /&sop’s Fables. Mara’ Wa-Prate 
2 vols. pp. 254. Educational 
Publishing Co., New York.... 

Lgl wii ae ‘ ...50c (25¢ each) 


This is an edition suitable for very 
young children. The well-known fables 
of The Fox and the Lion, The Fox and 
the Grapes, The Grasshopper and the 
Ant, The Fox and the Crow, The Dog 
and His Shadow, The Fox and the Stork, 
The Dog in the Manger, The Lark and 
Her Young Ones, The Hare and the Tor- 
toise, The Lion and the Mouse, The 
Wind and the Sun, Borrowed Feathers, 
The Ox and the Frog, The Hen that 
Laid the Golden Egg, and many others, 
may be found in these books. 


25. Seven Little Sisters. Jane An- 
drews. pp. 121. Ginn & Co, 
Boston) boss's bebe estpy ells a 50¢ 


(3) 


The seven little sisters live on the 


round ball that floats in the air. ‘These 
sisters are The Little Brown Baby, 
Agoonac, Gemilia, The Little Moun- 


tain Maiden, Pense, The Little Dark 
Girl, Louise, The Child of the Rhine, 
and Louise, the Child of the Western 
Forest. This book takes the children on 
an imaginary journey to various parts 
of the world and describes child life as 
it is found there. There are illustrations, 
and an account of the life and work of 
Miss Jane Andrews. 


SOUTHERN 


- 26. Story of Ancient Peoples. Emma 
J. Arnold. pp. 232. American 
Pega Onn VeW LY OL! a,b 8s ies 60c 


(8) 

This is an exceedingly interesting ac- 
count of the ancient Egyptians, Chal- 
deans, Hittites, Phcenicians, Hebrews, 
Medes and Persians, Hindoos and Chi- 
nese.. There is an introduction, a list ot 
authorities and reference books, and 
many illustrations. 


27. Essays from the Sketch Book. 


Washington Irving. pp. 159. 

Maynard, Merrill & Co., New 

"y: COT DER gta 0 LS A ge tee a 24¢ 
(8) 


This edition contains the Voyage of 
Roscoe, The Wife. Rip Van Winkle, The 
Art of Book Making, The Mutability of 
Literature, Stratford-on-theAvon, Christ- 
mas, Stage Coach, Christmas Eve, Christ- 
mas Day, and The Legend of Sleepy 
Hollow. There are notes and a short life 
of Irving. 


2auebie Vision of sir Launtal and 
Other Poems. James Russell 
Lowell. pp. 202. Houghton, 
Minin &. Coy Boston; ...0...... 4oc 
(8) 

This is No. 30 of the Riverside Litera- 
ture Series. There is a_ biographical 
sketch and notes, a portrait of Lowell, 
and other illustrations. This edition also 
contains Under the Old Elm, The Con- 
cord Ode, and other poems by Lowell. 


29. The King of the Golden River. 
Hooneisuskin, pp. 82. Rand, 
PLO er COS ys og ud AEs eek 25c 


(5) 

This edition of The King of the Golden 
River is one of the Canterbury Classics 
Series. There are illustrations, notes, a 
reading list, suggestions to teachers. The 
King of the Golden River: or the Story 
of the Black Brothers, is one of the best 
fairy stories ever written. 


30. The Courtship of Miles Standish. 
Longfellow. pp. 90. Houghton, 
LTTE A aan 9 Foye tare h Ee ee ge 4Oc 

(6) 
This volume is No. 2 of the Riverside 


Literature Series. There are explanatory 
notes as well as one of Longfellow’s 


EDUCATION 345 


other poems from Tales of a Wayside 
Inn. The Courtship of Miles Standish 
is one of Longfellow’s favorite poems, 
and depicts life in the old Colony days 
in Plymouth. 


31. Evangeline. Longfellow. pp. 100. 
Houghtom Mifflin: & Cou. 09: 40c 
(8) 

This edition of Evangeline contains a 
biographical sketch of Longfellow and an 
introduction and notes by Horace FE. 
Scudder. There is also a sketch of Long- 
fellow’s home life by his daughter, Miss | 
Alice M. Longfellow. A pronouncing vo- 
cabulary of names and foreign words 
contained in Evangeline adds to the value 
of this edition. Eivangeline is a tale of 
Acadie, the country now known as Nova 
Scotia. 


32. Hans Andersen’s Stories. pp. 
205. Houghton, Mifflin & Co., 
EG sta er ssh ote aba wa ouee 40c 


(5) 

This book is one of the Riverside Lit- 
erature Series and contains some of the 
best of Hans Andersen’s fairy stories, 
among them The Ugly Duckling, The 
Pine Tree, Little Match Girl, The Snow 
Queen, The Nightingale, The Happy 
Family, and The Candles. 


33. The Stories Mother Nature Told 
Her Children. Jane Andrews. 
pp. 131. Ginn & Co., Boston. ..50c 


(3) 


The Stories Mother Nature told Her 
Children are The Story of the Amber 
Beads, The New Life, The Talk of the 
Trees that Stand in the Village Street, 
How the Indian Corn Grows, Water 
Lilies, The Carrying Trade, Sea Life, 
The Frost Giants, The Indians, and the 
like. This is one of the best nature 
study books ever written. 


34. The Little Lame Prince. Miss 
Muloch. pp. 74. Maynard, 
Merrill & Co.,.New York......20¢ 

(2) 
This is one of the best known chil- 
dren’s books extant. 


35. Enoch Arden, and Other Poems. 
Tennyson. pp. 224. Houghton, 
Mii de Cour Boston ane 4oc 

(6) 


346 


SOUTHERN 

This is Rolfe’s edition of ‘Tennyson’s 
well-known poem. There are notes and 
an explanatory index of words and 
phrases. 


30. The Last of the Mohicans. James 
Fennimore Cooper. University 
Publishing Co., New York... .30c 

(6) 


The Last of the Mohicans is a story of 
Indian life by one of the greatest Ameri- 
can novelists. 


or the Silver 
Skates. Mary Mapes Dodge. 
PDe) B03 wharlesoeScribners: 
SONS, INC WY Ol hate one eee $1.50 
(7) 
Hens Brinker: or the Silver Skates, is 
a story of life in Holland. The book is 


well illustrated and of surpassing inter- 
cst. 


37. Hans Brinker: 


as 


38. Robinson Crusoe. Lida B. Mc- 
Murry and Mary Hall Husted. 
pp. 131. Public School Publish- 
ine Co” Bloemineton, lila: Sis 


(2). 

This little book is an adaptation of the 
story of Robinson Crusoe to the attain- 
ment and educational needs of children 
in the primary schools. ‘This edition is 
illustrated, well written, and intensely in- 
teresting. 


39. Fairy Stories and Fables. James 
Baldwin. pp. 176. American 
BookiCo, Newry orkiyagas oer 35c 


Besides containing a number of well- 
known fables of A‘sop this book con- 
tains The Story of Three Bears, The 
Three Pigs, Little Red Riding Hood, 
Tom Thumb, Jack and the Bean Stalk, 
Peter and the Magic Goose, Cinderella, 
Puss in Boots, The Fisherman and His 
Wife, and many others. This is one of 
the best written fairy story books now to 
be obtained. 


40. The Birds’ Christmas Carol. 
Kate Douglas Wiggin. pp. 60. 
Houghton, Mifflin & Co., Bos- 
TOD etevaeog aed osrereia sha eeetene ae ee rena 50c 

(G) 
This is an intensely interesting Christ- 


mas story which all children will thor- 
oughly enjoy. 


EDUCATION 


41. Legends of the Red Children. 
Mara L. Pratt. pp. 128. Wer- 
ner School Publishing Co., 
York... 5. 30¢c 

(4) 
This book contains the Indian folk 
stories as to the origin of the lightning, 


the south wind, the morning star, the 
rainbow, and many others. 


42. Old Greek Stories. James Bald- 
win. pp. 208. American Book 
Co.; (New York 7.02.35 45c 


(3) 

The story of Promethus, Io, Arachne, 
Apollo, Alcestis, Medusa, Atalanta, The- 
seus, and other Greek stories are here 
presented in fine literary form. ‘There 
are many illustrations and a pronouncing 
dictionary of persons and places. 


43. The Children of the Cold. Fred- 
erick Schwatka. pp. 212. Edu- 
cational Publishing Co., New 
York |. Ueaa es te oe $1.25 

(6) 
his is perhaps the best story of Es- 
quimaux life extant. 


44. Tom Brown’s School Days. 
Thomas . Hughes! [oper 
Houghton, Mifflin & Co., Bos- 
COM (ais sidiagee ale Sx seve eaten 40c 


(G) 

This book contains the story of a boy 
who attended the Rugby School in Eng- 
land, in the days of the famous Dr. 
Thomas Arnold. 


45. The Deerslayer. James Feni- 
more Cooper. University Pub- 
lishine’.Co., New: York: 2. ame 30c 

(6) 

This is the first one of Cooper’s well- 
known Leather Stocking Tales which 
portray Indian and pioneer life in the 
early days. 

46. Two Little Confederates. Thomas 
Nelson Page. pp. 156. Charles 
Scribners’) Sons) isan eee $1.50 

(8) 
This is a story of the Civil War by 


one of the best known writers in the 
South. 


SOUTHERN EDUCATION 


47. Andrew Jackson. William G. 
Brown. pp. 156. Houghton, 
Mifflin, & Co., Boston......... 65¢ 

(8) 


This is a short biography of Andrew 
Jackson by. a well-known writer on 
Southern subjects. 


48. George Washington. Horace E. 
Scudder. pp. 253. Houghton, 
dine eer GOw okt eae toa atk os 75C 


(7) 

This is one of the best boys’ lives of 
Washington, well written and intensely 
interesting. 

49. ‘The Odyssey of Homer. William 
Cullen Bryant. Houghton, Mif- 
Reem AMR Tre cs da aiale &. 2 at sate > 85¢c 
(6) 

This is perhaps the best English trans- 
lation of one of the most famous poeins 
in all literature. There is a pronouncing 


vocabulary of proper names at the end of 
the book. 


50. Little Lord Fauntleroy. Frances 


Hodgson Burnett. pp. 290. 

Charles Scribners’ Sons, New 

nied &, CORE Ail ase semen ae Pica $1.25 
(G) 


One of the best and one of the most 
famous children’s stories obtainable. 


51. Uncle Remus, His Songs and 
Sayings. Joel Chandler Harris. 
pp. 256. D. Appleton & Co. . .$1.30 

(G) 
This book contains the folk-lore of the 
negroes of the old Southern plantation. 


s2, Birds and Bees Sharp Eyes. 
John Burroughs. pp. 96. Hough- 
ton, Miffin & Co., Boston... .40c 
(G) | 
This is an interesting nature study 
book by one of the best American writers 
on such subjects. 


53. Ivanhoe. Sir Walter Scott. Uni- 
versity Publishing Co., New 
UTC MAs deh tate 6s abeivinee & oe Hints 30¢ 

(G) 
This is one of the most famous ro- 
mances in English literature. 


347 


54. Wild Animals I Have Known. 
Ernest Thompson-Seton. pp. 
358. Charles Scribners’ Sons, 
New York 
(G) 
This book contains some of the most 


interesting animal stories yet written, 
Illustrations are the very best. 


55. A Midsummer Night’s Dream. 
William Shakespeare. pp. 102. 
DD?) Ceneath & Co,, Boston?s,.25¢ 
(G) 
This edition of A Midsummer Night’s 
Dream is edited by Sarah Willard Heis- 


tand. ‘There is an introduction, and ex- 
planatory notes. 


56. The Comedy of the ‘Tempest. 
William Shakespeare. pp. 08. 
DP Cub eath® Co. Bostonw., 25¢ 
cong ak 
The Tempest is perhaps the one play 
of Shakespeare which most appeals ta 
young readers. This is the play which 
contains the characters of Miranda, 
Prospero, Ariel, and Caliban. 


57. Each and All. Jane Andrews. 
pp. 142. Ginn & Co., Boston. ..50c 
(3) 


This is a companion book to the 
Seven Little Sisters. The same charac- 
ters which appear in Seven Little Sisters 
again appear in this volume. 


58. The Vicar of Wakefield. Oliver 
Goldsmith. University Pub- 
PIS TIITOD CLO aso nea ey 30¢ 
(G) 
An English classic which will be en- 


joyed by all boys and girls in the upper 
grammar grades. 


59. Kenilworth. Sir Walter Scott. 
University Publishing Co., New 
Sdn dala a OR ts 


This is one of Sir Walter Scott’s most 
famous Waverley novels. It describes 
the times and events of Queen Eliza- 
beth’s reign. 


60. Tittle Men. Louisa M. Alcott. 
pp. 376. Little, Brown & Co., 
Bsstonsn cats. oe ee eae dia $1.50 

(G) 


348 


This is a companion book to Little 
Women, and describes life at Plumfield 
with Joe’s boys. 


61. Silas Marner. George Eliot. 
University Publishing Co., New 
YiOr ley VS oid ime (eae nek 30¢ 
(G) 


Perhaps this is the most powerful story 
ever written showing the wrong use of 
money. 


62. Century Book for Young Ameri- 
cans. Elbridge S$. Brooks. pp. 
249. Century Co., New York, $1.50 
(7) 


This is perhaps one of the best books 
on civil government to be obtained. Its 
arrangement, its style, and the illustra- 
tions make it an intensely interesting 
book. 


63. Pilgrim’s Progress. John Bun- 
yan. University Publishing Co., 
New York 

(G) 

This is one of the most famous alle- 
gories ever written. It describes the 
journey of the Christian through this 
world to the world beyond. 


64. Hiawatha Primer. Florence Hol- 
: brook. Houghton, Mifflin & Co., 
BOShOT Rete Gre its a yee eae 40c 
(1) 
This is an adaptation of the Song of 


Hiawatha. It is suitable for the young- 
est readers, and is a most enjoyable book. 


657. (Grimm 6 oP airy) otOries = ok. . 
Claxton and M. W. Halibur- 
ton. B. F. Johnson Co., Rich- 
SOT. Vas oe een bak oer ever aaused eet 25¢ 

(1) 
This book is an adaptation of a num- 


ber of Grimm’s Fairy Stories, and can 
be read by the youngest children. 


SOUTHERN EDUCATION 


66. Little Lucy’s Wonderful Globe. 
Charlotte M. Yonge. Educa- 
tional ‘Pub..Co.,"Nv Y. ene! 

(3) 


This is an extremely interesting story. 
It is a little girl’s dream of the children 
of other lands. 


67. Stories of Bird Lite ites 
Pearson. B. F. Johnson Co., 
Richmond;* V2. .. 5.5) eee 60c 

. (5) 
This is an interesting story of the life 
of many of our Southern birds. 


68. American Indians. Frederick 
starr. D) Gi. Heath maaan 
New: York: 4). 7) c.53. 035 ae 
(6) 
This is an account of the various tribes. 
of American Indians. 


69. Black Beauty. Anna Sewell. 
University Pub: Cox NY ago 
(4) 


The best book ever written to inculcate 
the spirit of kindness to the horse. 


70. Emmy Lou. George Madden 
Martin. McClure’s, N. Yv255.50 
G) 


The story of the progress of Emmy 
Lou through the school. 


71. The Jungle Book. Rudyard Kip- 
ling. The Century Co., New 
York sessile ak 
(G) 
This book portrays the animal life of 
the jungle. 


72. The Knights of the Round Table. 
W. H. Frost. Scribners’ Sons, 
New York 


This book tells the story of King Ar- 
thur and his Knights of the Round Table 
in a very fascinating manner. 


Classified by Grades. 


Note.—For convenience the marginal numbers refer to the same numbers in the preceding list. 


I 


1. Classic Stories for Little Ones, Mrs. 
L. B. McMurry. 


24. Atsop’s Fables, Mara L,. Pratt. 


64. Hiawatha Primer, Florence Hol- 


brook. 


65. Grimm’s Fairy Stories, P. P. Clax- 
ton and M. W. Haliburton. 


to 


21: 
34. 
38. 


39. 


10. 
ifs 


I2. 


14. 
25. 
33. 


eee 
rs: 
10. 
23; 


4l. 


16, 


v7, 


18. 
20. 


67. 


SOUTHERN EDUCATION 


Bow-Wow and Mew-Mew, G. M. 
Craik. 
2, 

Big People and Little People of 
Other Lands, Edward R. Shaw. 
Stories of Great Americans for Lit- 
tle Americans, Edward Eggleston. 
Fifty Famous Stories Retold, James 

Baldwin. 
The Little Lame Prince, Miss Mu- 
loch. 


Robinson Crusoe, Lida B. McMurry 
and Mary Hall Husted. 


Fairy Stories and Fables, James 
Baldwin. 

3) 
Old Stories of the East, James 
Baldwin. 


The Story of Ulysses, Agnes Spof- 
ford Cooke. 


Aunt Martha’s Corner Cupboard, 
Mary and Elizabeth Kirby. 


Stories of Colonial Children, Pratt. 
Seven Little Sisters, Jane Andrews. 


The Stories Mother Nature Told 
Her Children, Jane Andrews. 


Old Greek Stories, James Baldwin. 
Each and All, Jane Andrews. 


Little Lucy's Wonderful 
Charlotte M. Yonge. 


4. 
Ten Boys, Jane Andrews. 
The Song of Hiawatha, Longfellow. 
A Wonder Book for Boys and 
Girls, Nathaniel Hawthorne. 
Discoverers and Explorers, Edward 
R. Shaw. 
Legends of the Red Children, Mara 
Le Pratt. 


Globe, 


5. 
Stories of Industry, Chase and Clow. 
2 vols. 


Old Norse Stories, Sarah Powers 
Bradish. 


Gulliver’s Travels, Jonathan Swift. 


The King of the Golden River, John 
Ruskin. 


Hans Andersen’s Stories. 


Stories of Bird Life, T. Gilbert 
Pearson. 


6. 
Paul Jones, Hutchins Hapgood. 
Tales of Troy, Charles De Garmo. 


- 


30. 
35. 
30. 


43. 


37: 
48. 
62. 


26. 


20: 
28. 


ay: 
40. 


47. 


20. 
22. 


40. 


eT, 
is 


53: 


349 


The Courtship of Miles Standish, 
Longfellow. 


Enoch Arden and other Poems, 
Tennyson. 


The Last of the Mohicans, James 
Fenimore Céoper. 


The Children of the.Cold, Frederick 
Schwatka. 


The Deerslayer, James 
Cooper. 


The Odyssey of Homer, William 
Cullen Bryant. 


American Indians, Frederick Starr. 


Fe, 
Hans Brinker: or the Silver Skates, 
Mary Mapes Dodge. 
George Washington, 
Scudder. 
Century Book for Young Ameri- 
cans, Elbridge S. Brooks. 
8. 
Story of Ancient Peoples, Emma 
J. Arnold. 


Essays from. the 
Washington Irving. 


The Vision of Sir Launfal and 
Other Poems, James Russell Low- 
ell. 


Evangeline, Longfellow. 


Two Little Confederates, Thomas 
Nelson Page. 


Andrew Jackson, William G. Brown. 
Southern Poets, Weber. 


Fenimore 


Horace E. 


Sketch Book, 


GENERAL, 
The Eugene Field Book, Mary E. 
Burt and Mary B. Cabie. 


Alice’s Adventures in Wonderland, 
Ed. by Florence Milner. 


Little Women, Louisa M. Alcott. 

The Arabian Nights, Everett E. 
Hale. 

The Birds’ Christmas Carol, Kate 
Douglas Wiggin. 

Tom Brown’s School Days, Thomas 
Hughes. 

Little Lord Fauntleroy, 
Hodgson Burnett. 

Uncle Remus: His Songs and Say- 
ings, Joel Chandler Harris. 

Birds and Bees Sharp Eyes, John 
Burroughs. 

Ivanhoe, Sir Walter Scott. 


Frances 


350 SOUTHERN EDUCATION 


54. Wild Animals I Have Known, Ern- 60. Little Men, Louisa M. Alcott. 


est Thompson-Seton. 61. Silas Marner, George Eliot. 
55. A Midsummer Night's Dream, Wil- 63. Pilgrim’s Progress, John Bunyan. 
liam Shakespeare. 69. Black Beauty, Anna Sewell. 


56. The Comedy of the Tempest, Wil- 


iemaShalespents 70. Emmy Lou, Mrs. George Madden 


Martin. 
58. The Vicar of Wakefield, Oliver 71. The Jungle Book, Rudyard Kipling. 


Se 72. Knights of the Round Table, Wil- 
59. Kenilworth, Sir Walter Scott. liam Henry Frost. 


Cost. 


The list price of the above-named seventy-two books aggregates about $40. 
An average discount of 25 per cent. may be obtained on orders for school libraries, 
which will mean that the actual cost of such a library will be about $30. 


A RURAL SCHOOL LIBRARY. 


The following is the above list of books by authors and titles: 

Andrews’ Seven Little Sisters, Baldwin’s Old Stories of the East, Baldwin’s 
Old Greek Stories, Andrews’ Each and All, Andrews’ Stories Mother Nature 
Told, Pratt’s Legends of the Red Children, Holbrook’s Hiawatha Primer, Egegle- 


ston’s Great Americans for Little Americans, Baldwin’s Fifty Famous Stories 
Retold, Scudder’s Life of George Washington, Hawthorne’s Wonder Book, Pear- 
son’s Stories of Bird Life, Longfellow’s Evangeline, Longfellow’s Miles Standish, 
Tennyson’s Enoch Arden, Lowell’s Vision of Sir Launfal, Longfellow’s Song 
of Hiawatha, Shakespeare’s Midsummer Night’s Dream, Shakespeare’s The 
Tempest, Claxton’s Grimm’s Fairy Stories, Carroll’s Alice in Wonderland, Bald- 
win’s Fairy Stories and Fables, Bradish’s Old Norse Stories, McMurry’s Robin- 
son Crusoe, Eliot’s Silas Marner, Goldsmith’s Vicar of Wakefield, Hughes’ Tom 
Brown at Rugby, Hale’s Arabian Nights, Irving’s Sketch Book, Bunyan’s Pilgrim 
Progress, Swift’s Gulliver’s Travels, Shaw’s Big People and Little People of 
Other Lands, Shaw’s Discoverers and Explorers, Wiggin’s Birds’ Christmas 
Carol, Ruskin’s King of the Golden River, Alcott’s Little Men, Alcott’s Little 
Women, Burnett’s Little Lord Fauntleroy, Page’s T'wo Little Confederates, Mc- 
Murry’s Classic Stories for Little Ones, Brooks’ Century Book for Young Ameri- 
cans, Arnold’s Story of Ancient Peoples, De Garmo’s Tales of Troy, Cooke’s 
Story of Ulysses, Yonge’s Little Lucy’s Wonderful Globe, Kirby’s Aunt Martha’s 
Corner Cupboard, Pratt’s Stories of Colonial Children, Chase and Clow’s Stories 
of Industry, Vols. I and II, Schwatka’s Children of the Cold, Bryant’s Homer’s 
Odyssey, Sewell’s Black Beauty, Scott’s Ivanhoe, Martin’s Emmy Lou, Mulock’s 
Little Lame Prince, Harris’s Uncle Remus: His Songs and Sayings, Dodge’s 
Hans Brinker, Cooper’s Deer Slayer, Cooper’s Last of the Mohicans, Scott’s 
Kenilworth, Andrews’ Ten Boys on the Road from Long Ago to Now, Kipling’s 
Jungle Book, two volumes, Thompson-Seton’s Wild Animals I Have Known, 
Hapgood’s Paul Jones, Brown’s Andrew Jackson, Burt’s Eugene Field Book, 
Andersen’s Fairy Tales, Starr’s American Indians, Burrough’s Birds and Bees 
Sharp Eyes, Frost’s Knights of the Round Table, Weber’s Southern Poets. 


SOME BOOKS FOR THE RURAL HOME. 


The following list of books should be added to the rural school library as 
soon as possible after it is established. The whole list can be bought for about 
$7.50. ‘The books are ali of great value in making country life more attractive 
and profitable. 


SOUTHERN EDUCATION 


-Farm Poultry. Watson, G. C., Mac- 
Pre At parle ta fale <n) oles a 8 $1.25 


One of the Rural Science Series. Prac- 
tical handbook, treating of breeds, build- 
ings, feeding, marketing, diseases and 
pests. 


Fruit Harvesting, Storing, Marketing. 
Waugh, F. A. Orange, Judd 
OPIN Ye G8 SS ee ae $1.00 

This is a guide to picking, sorting, 
packing, storing, shipping, and market- 
ing fruit. Has working illustrations. 


Insect Book. Howard, L. O. Double- 
ek ap CoOL OW a alse care ins 3- 00 


This is a popular account of bees, 
wasps, ants, grasshoppers, flies, and other 
North American insects, with life his- 
tories, tables and bibliographies. Ilus- 
trations in black and white. Butterflies, 
moths, beetles are omitted. 


Home Nursing. Harrison, E. Mac- 


Tagiatiae On INeW Y OfKe. a... $1.00 
The Baby, His Care and Training. 

Wheeler, M. Harper, New 

SRR eRe rats tf nah Nie Rca 'e + « $1.00 


351 


How to Get Strong and How to Stay 
So. Blaikie, William. Harper, 
New York $1.00 


A system of exercises for the develop- 
ment of all the muscles. There is advice 
for daily exercise. 


Walden. Thoreau, H. D. Houghton, 


<2 Ac). Pie .e. Kd elle 16 Gel enie ol 4. 6 


Wiittlin, & (Co.,: Bostonyd 4.1. $1.50 
Garden Making. Bailey, L. H. Mac- 

milan Co. New-York: acs $1.00 
Principles of Agriculture. Bailey, L. 


He Macmillan. GoguN.” Yeo. ol 


The Chemistry and Nutritive Value 
of Food. U. S. Agricultural 
Department, A. C. True, Wash- 
APEEOT Ag Citta ae ee we Rn Free 

Ask for Bulletins Nos: 13, 17, 23, 28, 

34, 35, 43, 48, 50, 45, 67, 63, 85, 74, 128, 

127, t12, and: 93. 


125 


Nature Study and Life. Clifton F. 
Hodges, GmniwiGonesus a... $2.00 
This is one of the best books yet writ- 
ten on the subject of nature study. It is 
such a book as every teacher and parent 
will desire to read. 


ADDITIONAL BOOKS FOR THE RURAL LIBRARY. 


The following twenty-seven books will cost about $15.00. 


It should be the 


object of rural communities to obtain them after the foregoing list has been 


obtained. The figures refer to grades; the letter ““G” means 


“general.” Such 


books may be read by the children of several grades or by the teacher to the 


children. 


Alexander Hamilton. Charles A. Co- 
nant. pp. 145. Houghton, Mif- 
NES Ss 34 9 ER ae ee ee 50c 
Gap eg 
A very readable and interesting story 
of Hamilton. 


John Marshall. James B. Thayer. 
pp. 156. Houghton, Mifflin & 
KOE, Sa ee Se eat ae a RE rae 50c 
(8) 
This is a good short biography. 
Thomas Jefferson. H. C. Merwin. 
pp. 164. FEloughton, Mifflin & 
Rr a a Ue as 50¢ 
(8) 
One of the Riverside Biographical 


Series, and a readable, short biography 
of Jefferson. 


Parents will certainly be interested in all the books. 


Undine. La Motte-Fouque. Ginn & 
CO INGWH LC OLK 3 Horie Leena 50c 
(7) 


_ This is the story of a water fairy, and 
is one of the best specimens of pure 
romance to be found in any literature. 
Lays of Ancient Rome. T. B. Macau- 
lay. American Book Co., New 


Wah COP Vacs ee Nat) SOR gr ae Ae 55¢ 
(6) 
Plutarch’s Lives. Edwin Ginn. Ginn 
CEO OPT IAY wae de Me cd 45c 
(G) 


This edition contains a historical intro- 
duction to each life by Prof. W. F. Allen. 
Star Land. Sir Robert Ball. Ginn & 

Cs RAE USM ey MOR 2, Ss Sh at Un «coche $1.00 
(G) 


352 


This is a book of talks to young people 
about the wonders of the heavens. 


Legends of the Middle Ages. H. A. 
Guerber. area Book Co., $1.50 


The children should have access to 


those stories on which a great deal of our’ 


literature is based. This is perhaps the 
most entertaining collection of Middle 
Age stories yet published. 


Stories from English History. H. P. 
Warren. D. C. Heath & Co...65c¢ 
(7) 

This book contains interesting and pic- 
turesque stories of important events and 
characters in English history from the 
Roman Invasion to the present time. Es- 
pecial attention is given those events and 
characters that have influenced Ameri- 
can history. 


Tales from the Travels of Baron 


Munchausen. Edited by Dr. 

BOR Hale Do CS ileath on 

Or Wie eae RW se heb SOS Ds Niet OE ho g 20¢ 
(4) 


These stories have been appropriated 
by the children with that instinct which 
has led them to make Gulliver and Rob- 
inson Crusoe their own. 


Mother Goose. Charles Welsh. D. 
CAF Gath Oct O.cw: vitamins Ge Oe 
Co: 

This is a new presentation of the 
Mother Goose Rhymes and Jingles. They 
are arranged in four divisions: mother 
plav, mother stories, child play, and child 
stories. The illustrations are such as 
the youngest child can understand and 
appreciate. 


Jackanapes. Mrs. Ewing. 
HenthcGeCla ie eat an ene 20¢ 

(4) 
This is a charming tale and teaches 


lessons of manliness and truth. It is 
edited by Prof. W. P. Trent. 


Lives of Poor Boys who Became 


Famous. Mrs. Sarah Bolton. 
Thomas Y. Crowell Co., New 
NOTK 0G ois alin deleiis Peende wath $1.50 


Lives of Girls who Became Famous. 
Mrs. Sarah Bolton. Thomas Y. 
Crowell Co., New York... .$1.50 

G) 


SOUTHERN EDUCATION 


Red Rock. Thomas Nelson Page. 
Scribners’ Sons, New York. .$1.50 
(G) 
First Book in Geology. N. S. Shaler. 
-D. C. Heath ey” New York, 60c 


World’s Painters and their Pictures. 
D. I,. Hoyt. Ginn & Co., New 
York! oc. ub. 9 ee $1.25 


Adventures of a Brownie. Dinah M. 
Mulock. pp. 159. Educational 
Publishing Co. 

(2) 


This book describes the doings of a 
mischievous fairy in a household of. chil- 
dren. 


David Copperfield. Charles Dickens. 
University Publishing Co., New 
York) (244 (a ice 30¢ 


(7) 
Poems of Knightly Adventure (Ten- 


nyson, Arnold, Macaulay, Low- 
ell). University Publishing Co., 
New: Yorks: (i4035 hoe eee 30¢ 


Swiss Family Robinson. Wyss. Uni- 
versity Publishing ‘Co., New 
Yorkie uat ock.oaeae 3UC 

(4) 

Blue Fairy Book. Andrew Lang. 

Longmans & Co., New York, $2.00 


This is a delightful collection of the 
best fairy tales. 

Note.—To be read by teacher to the 
younger children. 


Gods and Heroes. R. E. Francillon. 
Ginn & Co., New York. . i 77928 4oc 
(5) 
These are delightful stories of Saturn, 
Jupiter, Diana, Orion, and many others. 


The American Citizen. Charles F. 
Dole: D:; C. Heath & Coseewage 


Contains the chief facts and principles 
which should be the possession of every 
good citizen. 


Stories of Indian Children. Mary 
Hall Husted. Public School 
Pub Co. c36 9. a 40c 


(2) 


SOUTHERN EDUCATION 303 


This book portrays the family life of gives the stories of Bacon, Watt, and 
the Indians in a way that will interest other great. inventors. 


th il i 
e youngest children The Young Citizen. Charles F. Dole. 
Stories of Invention. Edward E. Hale. D. C. a eee ae ak aie a 


ittle, B Cease cea .00 : ; 
mace ee ° 2 This book is one of the most readable 
of that class of books which tells of the 
This book is one of rare interest. It duties of the citizen of our republic. 


Where to Get Books. 


The books mentioned in the lists suitable for rural libraries, reference books, 
etc., may be ordered through local booksellers; or from the Baker-Taylor Co., 
New York, or from A. Flanagan, Chicago, or from John Wanamaker, New 
York. The lists of books should be submitted and prices obtained from book- 
sellers before ordering. 


RURAL LIBRARIES IN THE SOUTH. 


Something About Rural Libraries in North Carolina, Georgia, 
and Other Southern States. 


Rural Libraries in North Carolina. 


Five thousand dollars, it will be remembered, was appropriated by the Gen- 
eral Assembly of 1901 to aid 500 libraries, not more than six in any one county. 
Under this Act six State-aided libraries have been established in every County in 
the State except those named herewith; four of these (Alexander, Carteret, Clay, 
and Jones) have no libraries at all, and the others have less than six: 

Alexander none, Ashe 1, Bladen 1, Brunswick 5, Burke 2, Camden 1, Carteret 
none, Caswell 4, Cherokee 4, Clay none, Columbus 5, Currituck 3, Dare 3, Davie 
4, Gaston 3, Graham 2, Halifax 5, Harnett 5, Haywood 4, Hertford 1, Hyde 5, 
Jones none, Macon 3, Martin 1, McDowell none, Pamlico 3, Pender 1, Polk 2, 
Swain 2, Transylvania 3, Tyrrell 1, Watauga 4, Yadkin 5. 

The legislature of 1903 appropriated another $5,000 to aid six more libraries 
in each county until the appropriation be exhausted. Superintendent Joyner has 
continued to draw on the I9g01 appropriation for those counties which have not 
reached their legal quota, but sixty-six applications from counties which had 
reached this limit have now been acted on, as follows: 

Beaufort 2, Buncombe 3, Edgecombe 4, Forsyth 6, Granville 2, Greene 2, 
Iredell 6, Jackson 6, Lincoln 1, Madison 1, Mecklenburg 6, Mitchell 2, Moore 1, 
ait Hanover 3, Person 1, Randolph 6, Rowan 1, Sampson 3, Vance 1, Wayne 6, 

ilkes 3. 

Already many applications for aid from the new appropriation have been 
received, and Superintendent Joyner confidently predicts that before the next 
Legislature meets, North Carolina will*have one thousand State-aided rural 
school libraries. Then there are others established entirely by private gifts. In 
one county (Durham) adjoining that in which the writer lives, a wealthy citizen 
continued the good work begun by the State. He offered to duplicate amounts 
raised too late to secure State aid, and as a result every one of the forty white 
schools in that county has a library. 

It will be seen, therefore, that 487 of a possible 500 libraries have been 
aided under the 1901 appropriation, and 66 of a possible 500 under the 1903 
appropriation. Only $130 of the first $5,000 is still available— enough to aid 
thirteen more libraries in the several counties named in our first list; while $4,340 
of the second $5,000 is available— enough to put 434 libraries in the several 
counties except the five named in our second list (Forsyth, Iredell, Jackson, 
Mecklenburg, and Wayne) as having reached the legal limit, six. Any school 
in any county, except these five, can now get a library by raising $10 or more, 
by private subscription, setting apart $10 of its school fund, and applying for the 
$10 provided by the State appropriation. 


FEB BA OS SOUNHERN: ENUGATION 





Moreover, the legislature of this year set apart $2,500 to be used in buying 
new books for schools already having libraries —$5 to be given by the State, 
$5 by individuals, and $5 from the district school fund. So far only seven schools 
have availed themselves of this offer. 

Superintendent Joyner looks for a great increase in the number of applica- 
tions, both for new libraries and for supplementary libraries, soon as the public 
schools open this fall. — Progressive Farmer, September 29, 1903. 


There are 223 rural school‘libraries in Texas. These libraries contain a total 
of 23,196 volumes. There are 307 school libraries in towns and cities, containing © 
85,228 volumes. All these libraries are small and were begun by small appro- 
priations from local taxation made by the boards of school trustees, or by receipts 
from entertainments, or by private donations. 





_ Very little has been done toward establishing rural libraries in Arkansas. It 
is unlawful in that State for school directors to use any public money for buying 
books. 





Rural Libraries in Georgia. 


In 1900 there were 349 school libraries in Georgia, permanent or circulating 
from school to school. The value of these libraries was $30,161. There were, 
at that time, forty-nine counties without any school libraries. Since that time 
some libraries have been put in nearly all of those forty-nine counties, while the 
number of libraries has been increased in the other counties. Perhaps the best 
part of it is that the sentiment in favor of libraries has become so strong that 
there are apologies where libraries are not found in the schools. I feel sure that 
the library bill will pass the House of Representatives next summer, as it has 
already passed the Senate. This library bill will give us a permanent fund for 
library purposes. — JosepH S. Stewart, Athens, Georgia, September 28, 1903. 


A Farmers’ Library !n Texas. 


The Women’s Federation of Texas has fifty-seven traveling libraries now in 
operation. One of the most interesting things that is being done in the way of 
library promotion in any of these federated clubs is the Farmer’s Library of 
Fort Worth. The following account of that library movement is of great interest: 

The Farmers’ Library of Fort Worth was organized on November 12, I901, 
under the management. of the Codperative Magazine Club, its object being the 
distribution of literature to residents of Tarrant County, excluding the residents 
of Fort Worth; to encourage a desire for information and cultivate the habit 
of mutual improvement. Our aim is especially to reach the young people and 
open their minds to the vast storehouse of knowledge which earnest effort will 
always secure.. After almost a year of the greatest success we feel privileged to 
claim the Farmers’ Library as a permanent institution for progress and improve- 
ment. A room in the court house was secured and fitted up comfortably and 
attractively so that it might serve as well for a rest-room. By individual effort 
the plans of the club were laid before the town-people and contributions of 
magazines and periodicals solicited. The response was generous and adequate 
to the demand, and some 15,000 or more magazines and books today are in the 
homes of our country friends. ‘They come and make their own selections, or 
the acting librarian often does it for them. We find that to give one family a 
large number and let them distribute them as called for by their neighbors works 
well. We send out great numbers through the county teachers, who have taken 
a great interest in the enterprise. These magazines are not to be returned, but 
kept in circulation. By this method we feel that there is no reading against time, 


. which would be impossible for farmers and their families. ‘Through the press 


and in every practical way we notify them that the books are here and can be 
had any day or time. And that so many have accepted this opportunity gives 
evidence of a great eagerness in both old and young for mental food. One has 
only to go into the country homes to realize how few of them are supplied with 


“SOUTHERN EDUCATION 355 


\ ; -« 

any reading matter more than the county paper. One development of the 
original idea is that many members have taken the names of boys and girls in 
the county, and each month send them a new magazine by mail. In some cases 
a correspondence has been established which no doubt is both a pleasure and a 
benefit. It may be plainly seen that the plan as carried out is simply a use for 
what might otherwise be a waste in our homes —a benefaction easily bestowed, 
and gratefully received-—and it is to be hoped that in time every city in the 
State of Texas will have similar organizations. For this work any energetic and 
willing woman has the means at hand, and it is with the hope of awakening such 
women to their own possibilities for helping others that this resumé of the work 
in Fort Worth has been written. — Mrs. R. M. Wynne, Fort Worth, Texas. 


Rural Schoo! Libraries in Alabama. 


The library work of the women’s clubs of Alabama is yet in its infancy. 
These clubs have about eighteen libraries at present, which will be lent to any 
rural school teacher who will send $1.00 to defray the freight charges. Each one 
of these libraries contains twenty-five books packed in a neat wooden case. 

Alabama does not give State aid to school libraries. 

The Helen Keller Library Club, of Tuscumbia, a city of 2,500 inhabitants, 
during the past ten years has built up a iibrary of more than 2,000 volumes, and 
has bought and furnished a two-story brick building, centrally located, which 
is used for the library home. ‘The library books circulate largely among the 
operatives of the railroad shops of Tuscumbia. 

Several of the federated clubs of Montgomery united some time ago to work 
for a public library in that city. Their labors have culminated in the establish- 
ment of the Carnegie Library of Montgomery, which is now nearing completion. 


Rural Libraries in Forsyth County, North Carolina. 


When the Woman’s Association for the Betterment of Public School Houses 
began work in Forsyth County, something over a year ago, five white rural schools 
and one colored school had rural school libraries. Members of the Association 
visited thirty-four schools during the year, and twenty out of the thirty-four 
promised to work for rural school libraries. Eight of the twenty schools soon 
raised the necessary amount ta buy small libraries. The money was raised by 
means of school entertainments and lawn parties. Mr. Robert C. Ogden gave 
one school a library and a set of Perry pictures. Mr. Henry Fries, of Salem, 
gave $10 to the Womian’s Association Library Fund. ‘Ten small libraries have 
been given the Association from time to time for distribution among the neediest 
schools. Miss Clayton Candler, of Winston-Salem, and the members of the 
Round Dozen Club have donated a circulating library. 


Traveling Libraries in Mississippi. 


Third annual report of the State Chairman of Traveling Libraries Com- 
mittee to the Convention of the Mississippi Federation of Women’s Clubs at 
Okolona, assembled May I, 1902, says: 

My last report, submitted April, 1901, showed that eight traveling libraries 
had been collected and circulated by four of our federated clubs, namely: The 
Fortnightly Club, Meridian; The Twentieth Century Club, Vicksburg; Woman’s 
Literary Progressive Club, Natchez; and the Twentieth Century Club, Kosciusko. 
These libraries contained in the aggregate 385 books, 350 magazines and in 
addition a number of paper-bound books and periodicals. A collection of papers 
and magazines has been sent to the public school teacher at the Kosciusko Cotton 
Mills for free distribution in the homes in that vicinity. These are not expected 
to be returned. One of the literary clubs of Attala County is now enjoying one 
of these libraries, and two await the convenience of the farmers in sending for 
them. Winter roads and spring work are obstacles in the way of moving these 
libraries, which only the farmers can justly estimate and can not readily over- 
come; therefore the committees possess their souls in patience, believing that 


356 SOUTHERN EDUCATION 


when delays occur they are not the result of indifference, but of necessity. though 
circumstances have been rather inauspicious for dev eloping a traveling library 
interest with us this year, there is much to encourage and stimulate further effort. 
The work, accomplished by these four clubs is exceedingly gratifying, and illus- 
trates the wonderful possibilities that lie within the grasp of clubs that are 
willing to put forth the same efforts in this good cause. The movement is a new 
one with us, and perhaps the club women do not fully understand and appreeiate 
its nature and object. 

The object of the Traveling Library Committee of Mississippi is to get each 
club interested to the extent of collecting and circulating one set of books by the 
next convention of our Federation in 1903, when we hope, by showing this unity 
of plan, to induce our State legislature to establish a State Library Commission. 

When there is doubt as to a suitable place to send books, the County Super- 
intendent of Education will furnish lists of places where they will be both 
needed and appreciated. 

The value of a traveling library in isolated country homes can not be over- 

estimated. We know from our own experience and observation that the eye 
rather than the ear is “the great gate to the human soul.”— Mrs. C. L. ANpEr- 
son, State Chairman Traveling Library Committee. 


A Traveling Library in Georgia. 


The Cherokee Club Traveling Library, Cartersville, Georgia, has 300 volumes. 
This woman’s club sends these books in small numbers to the different schools 
in the surrounding counties. The following is a representative list of books in 
one of the sub-sections of this library sent out during the past year: 

Stories of Great Americans for Little Americans, Wonder Book for Girls and 
Boys, The Child’s Book of Health, The Birds’ Christmas Carol, Old Friends 
with New Faces, A Child’s Story of the Bible, Paul and Virginia, How to Keep 
Well, Our Mutual Friend, Black Beauty, The Model Mother, A. B. C. Book, 
The Little Minister, Red Rock, Henry W. Grady, The Throne of David, Lessons 
from Insect Life, Data Library, Captain January, Facing Death, Young Ma- 
rooners, Melody, Mariner’s Island, Avsop’s Fables, A Boy’s Workshop. 


Waco Traveling Library. 


‘ 


The Waco Woman’s Club six years ago started out a Traveling Library 
of between six and seven hundred volumes to be circulated only in the smaller 
towns and villages of McLennan County. ‘The library is divided into sixteen 
cases, one case remaining in a town three months, when the circuit is shifted. We 
are much gratified at the success of our work and the great good we feel we are 
doing, especially as through our library we have been the means of establishing 
several public libraries —the one at McGregor, Texas, being one of the largest 
and most successful. Our Club has also furnished our public schools with 
sanitary drinking barrels besides inaugurating and fostering a most lively interest 
in all things pertaining to our school. — Mrs. W. O. WiiKss, Waco, Texas, Sep- 
tember 27, 1903. 


A Geogia County Traveling Library. 


The public school teachers of Upson County, Georgia, at their annual insti- 
tute recently organized a county circulating library. The teachers themselves 
raised a considerable amount of money for this purpose and others contributed 
additional funds. A committee was appointed by the teachers to select and to 
purchase books for the library and to make all necessary rules and regulations 
for putting it into successful operation. 

The County School Commissioner of Upson County, is to have the custody 
and control of the library, his office being the depository for all the books not 
in the hands of the rural schools. The library is divided into as many sections 
as there are rural schools in the county. Each school is to be provided with a 
suitable bookcase for the safekeeping of the library books while in its possession. 
Each rural teacher is a local librarian and is charged with the books by the County 


SOUTHERN EDUCATION 357 


_ School Commissioner when they are taken from the depository and credited 
with them when they are returned. 


Rural School Libraries in South Carolina. 


In response to an inquiry sent out by State Superintendent O. B. Martin, 
the county superintendents of South Carolina, on August 10th, 1903, reported 
sixteen rural school libraries in the State containing an aggregate of 1,450 
volumes. 

The South Carolina Federation of Women’s Clubs has sixty-four traveling 
libraries, which circulate in almost every county in the State. The railroads 
transport these libraries free of charge. The Federation began this work in 1808. 


Women’s Federation Library Work in Tennessee. 


The Committee on Public Schools, through its Chairman, makes the follow- 
ing report for 1903: 

We wish that it were possible to report a great deal of work accomplished 
in this department during the past year. In some of the clubs ladies have been 
appointed to visit schools and they have done so, thereby lending their influence 
and assisting the teachers. Some pictures have been donated, by way of school- 
room decoration. 

The Ossoli Circle furnished seeds, obtained from the Agricultural Depart- 
ment at Washington, to many of the children in the schools, and the boys raised 
vegetables, and the girls flowers. They then wrote letters to the committee, 
describing their work, and prizes were awarded for the best vegetable beds and 
for the best flower beds. 

In Johnson City they have not only visited the schools, and children of club 
members have carried pictures, but the women are using their influence in the 
effort being made to obtain another building, which is greatly needed. 

The Tuesday Club, of Maryville, seems to be the banner club in public school 
work this year, and what they have accomplished can be undertaken, at least, by 
every other club. Therefore we submit their report in full. 

In the Tuesday Club a committee of three was appointed to look after the 
work of the public school. This committee asked fot a meeting with the teachers 
for general discussion of the needs of the school and to learn how the club might 
be of use. The teachers were interested and pleased, and asked for books and 
visits to the school from club members. They were willing to have the club 
women undertake anything they proposed. 

A report of this meeting secured a donation of over sixty books from the 
clubs; some of these, by request of the teachers, being text-books for poor chil- 
dren, supplementary reading on special subjects, books of reference, and those 
which would be of practical use to the teachers. In addition to the books, charts, 
clippings and pictures were given. 

Through the Educational Publishing Company, of Atlanta, a definite oppor- 
tunity was given this committee of securing a small permanent library for the 
school. The method of obtaining books through this company is given in detail, 
as it may be of use to other clubs. This company publish a quantity of books, 
classics, etc., well printed in cheap yet durable form. ‘Their lists give the titles 
of scores of books which children ought to read. This company send, on appli- 
cation, any number of slips called the Hawthorne Certificate; these are given 
the children as a means of securing small sums from their friends. By means 
of these the children in the Maryville schools secured enough money to get a 
library of thirty volumes, which came in a locked box that serves as a bookcase. 
The teachers report that these were eagerly read by the children, who took a 
pride in the library which they helped obtain. As a means of beautifying the 
school-room, plants were placed in the windows. ‘The committee from the club 
visited the school several times, and on two occasions talked to the children. 

— Mary Lucas Prouprit, Chairman. 


The names of the Traveling Libraries in Tennessee under the control of the 
‘Women’s Federation: . 


358 Tt  SOUORTER NER UU GAT MONE 


No. 1, loaned by Ossoli Circle, Knoxville, 61 vols.; No. 2, W. E. & I. U., 
Knoxville, 70 vols.; No. 3, Kosmos, Chattanooga, 50 vols; No. 4, Woman’s Club, 
Chattanooga, 50 vols. ; SNS Woman’s Club, Peabody Normal, 68 vols.; No. 6, 
Woman’s Club, Peabody Normal, 68 vols.; No. 7, Ossoli Circle, Knoxville, 46 
vols.; No. 8, Maryville Club, 30 vols. ; No. 9, eae Memphis, 50 vols.; No. 
10, Woman’s Club, Memphis, 69 vols.; No. 11, Woman’s Club, Memphis, 67 
vols.; No. 12, Chilhowee Club, Maryville, 70 vo sie No. 13, Chilhowee Club, Mary- 
ville, 70 vols.; No. 14, Chilhowee Club, Maryville, 60 vols.; No. 15, Beaumont 
Library, Ossoli Circle, 80 vols.; No. 16, Woman’s Club, Memphis, 63 vols.; No. 
17, Woman’s Club, Memphis, 64 vols.; No. 18, Vanity Fair Club, Memphis, 58 
vols.; No. 19, Juvenile Library, Ossoli Circle, 50 vols.; No. 20, Mary Bowen 
Library, Ossoli Circle, 80 vols.; No. 21, Ossoli Circle, 50 vols. ; No. 22, Mission 
Ridge Club, Chattanooga, 50 vols. ; No. 23, Juvenile Library, Mission Ridge Club, 
60 vols.; No. 24, Monday Club, Johnson City, 86 vols.; No. 25, 20th Century 
Club, Nashville, 50 vols.; No. 26, Juvenile Library, Woman’s Club, Chattanooga, 
92 vols.; No. 27, Monday Club, Johnson City, 38 vols.; No. 28, Mission Ridge 
Club, 100 vols.; No. 29, University of Tennessee, 55 vols.; No. 30, University of 
Tennessee, 50 vols.; No. 31, Reading Circle, Chattanooga, 50 vols,*” Neweas 
Brigham Library, 70 vols.; No. 33, Longfellow Library, 60° vols.; Norse 
Woman’s Club, Chattanooga, 50 vols.; No. 35, University of Tennessee, 50 vols. ; 
No. 36, Woman’s Club, Chattanooga, 50 vols.; No. 37, Newcomer Library, 50 
vols. : No. 38, Woman’s Club, Chattanooga, 50 vols.; No. 39, Juvenile Library, 
Woman’s Club, Chattanooga, 50-vols.; No. 40, Concord Library, 70 vols.; No. 
41, Biddle Library, Knoxville, 50 vols.; No. 42, Richards Library, 50 vols.; No. 
43, Uxbridge Library, 50 vols.; No. 44, Kosmos, Chattanooga, 50 vols.; No. 45, 
History Library, 50 vols.; No. 46, Lend-a-Hand, No. 1, 50 vols.; No. 47, Wood- 
worth Library, Chattanooga, 50 vols.; No. 48, Lend-a-Hand, No. 2, 50 vols.; No. 
49, Chilhowee Club, Maryville, 60 vols.; No. 50, Kosmos, Chattanooga, 50 vols. ; 
No. S51; Uehin Library, Woman’s Club, Memphis, 50 vols. ; No. 52, Boston 
Library, 50 vols.; No. 53, Tuesday Club, Maryville, 60 vols. : No. 54, 19th Century 
Club, Memphis, 50 vols.; No. 55, Biddle Library, Knoxville, 50 vols.; No. 56, 
Boston ie Party, D. A. Rij 75 vols.; No. 5%, Eleanor Brichamma7s vols. ; No. 
58, Biddle Library, 50 vols. ; No. 50, Chelsea Library, 67 vols.; No. 60, Womans 
Club, Harriman, 50 vols. ; No. 61, Dora Roberts, 75 vols.; No. 62, Mary Eleanor 
Woodward, Ossoli Circle, 50 vols.; No. 63, Baker-Himel, No. 1, 65 vols.; No. 
64, Baker-Himel, No. 2, 60 vols.; No. 65, Lend-a-Hand, No. 3, 50 vols.; No. 66, 
Girls’ Friendly Society, Knoxville, 50 vols.; No. 67, Knoxville W. C. T. U., 80 
vols.; No. 68, toth Century Club, Memphis, ——; No. 69, Leighton, 67 vols. 

There are fifty rural school libraries in Shelby County, Tennessee, with an 
average number of volumes of fifty each. The public schools of Shelby County 
have a supplementary reading course in each of the eleven grades which gives 
the pupils some introduction to good literature. There is also one juvenile 
traveling library which circulates in Shelby County, presented by the Woman’s. 
Club of Memphis. 


Library Work of New Orleans Clubs. 


At the meeting of the Louisiana State Federation of Women’s Clubs held 
last November, the feasibility of some movement by which the rural districts of 
the State could be supplied with good literature was earnestly discussed. 

As a tentative plan, it was suggested that the Clubs fortunate enough to 
possess a library should keep a number of the books in circulation in districts. 
where it is difficult to obtain good reading matter. 

The Woman’s Club of this city became an enthusiastic advocate of the plan, 
and in December of last year sent its first case of books upon its mission. A 
second case has followed, and before long a third and a fourth will be on the 
road. It was decided by the Club to keep the books in the southern part of 
the State, as the work could more easily be kept under home supervision. A per- 
son, well known to the Club, in each locality has charge of the distribution, cir- 
culation, and re-shipment of the books. The first case of books was sent to Fort 
St. Philip. It remained there for three months and was then forwarded to: 
Buras, La., and a second case took its place. Each case contains fifty books and 


SOUTHERN EDUCATION — 359 


_ten magazines, of as varied a nature as our library will permit. ‘The cases, so far, 
have contained the following authors and subjects: Novels, including Dickens, 
Thackeray, and Eliot; History, books from the Chautauqua Course and the 
Epworth League Course; Travel and Biography, Psychology. 

The Woman’s Club was the first club to put the plan into operation. The 
work has met with appreciation, as is evidenced by letters from the districts to 
which the books have been sent. 

It is not specified that the books are for the use of school children, as they 
are for the use of any one in the locality who desires and can not obtain good 
standard reading matter. The Club has a library of about 600 volumes, and the 
number is on the increase. — Miss Lity RicHarpson, New Orleans. 


RURAL SCHOOL LIBRARY NOTES. 


Pulaski County, Kentucky, has 116 district school libraries, with an agegre- 
gate of 4,497 volumes. No other county in Kentucky has so many rural libraries. 











The Ladies’ Library Society, of Jennings, Louisiana, decided, on Saturday, 
October Ist, to erect a handsome brick library building in that city. Work will 
be begun at once. ® 


Arizona gives $50 a year to the school library of every school district which 
has 1co children of school age. 





Colorado allows its rural libraries the proceeds of an annual tax of one- 
tenth of one mill. 


Illinois allows its rural libraries the proceeds of an annual tax not to exceed 
two mills on the dollar. Indiana allows one-fourth to one-third of a mill tax on 
the dollar to be spent for rural libraries. lJowa allows a one-mill tax to be thus 
expended. 





The State of Kentucky gives $10 for a rural school library to each school 
district that raises $10 for the establishment of such a library. Maryland has the 
same kind of a law . 


Massachusetts gives $15 for a rural school library to each rural school that 
raises $15. 





New Jersey gives $20 to establish a rural library in each rural school, and 
then appropriates $10 annually thereafter to keep the library replenished with 
books. 





The constitutions of Michigan and Minnesota make it obligatory on the legis- 
latures of those States to maintain a free public lhbrary in each township. 





Arkansas, Alabama, Georgia, Louisiana, Mississippi, South Carolina, Ten- 
nessee, and Virginia have no rural school library laws. 





Wisconsin sets aside ten cents annually for each child enrolled in the public 
schools and uses that sum to establish and maintain rural school libraries 
throughout the State. 





There are now twenty-nine states in the Union which are appropriating 
money each year to establish and maintain rural school libraries. 


360 | SOUTHERN EDUCATION 


Polk County, Tennessee, has thirty-nine rural school libraries, containing 
1,560 volumes. Some of the books are the following: Sewell’s Black Beauty, 
Franklin’s Autobiography, Dickens’ Child’s History of England, Creasy’s Fifteen 
Decisive Battles, Eggleston’s Hoosier School Master, Sheldon’s In His Steps, 
Bulwer’s Last Days of Pompeii, Irving’s Life of Washington, Bunyan’s Pilgrim’s 
Progress, Robinson Crusoe, Swiss Family Robinson, Tom Brown’s School Days, 
Henty’s With Lee in Virginia, etc. 


WORK OF NEW YORK STATE LIBRARY. 


During the year 1891 the State Library sent out 3,657 volumes, placing them 
in the leading libraries of the world; in 1902 it sent out, under the same system, 
38,183 volumes, or more than ten times as many, not including the large number 
distributed by the Regents’ office. This statement is made in the report for 1902 
of Director Dewey of the New York State Library. 

The State Library grew from 461,740 volumes in 1901 to 482,697 in 1902. In 
the library proper there are 274,720 volumes; in the traveling libraries, 62,159, 
and the duplicates number 145,818. Aside from the home education department, 
duplicates, library school collection, and library for the blind, additions for the 
year 1902 were 12,979 volumes, or 2,402 less than in I9gOI. 

There are now in the university 209 libraries free for circulation, besides 107 
registered libraries, or 316 in all. This year for the first time the public library 
work has received the attention of two Inspectors, resulting in personal exaim- 
ination of 309 libraries in fifty-five counties of the State. Of these, 180 received 
grants of public money during the year. There are now 521 free libraries under 
State inspection, with 2,314,414 volumes, circulating 9,435,226 volumes in the 
year, an average of 407 lendings for each 100 books. ‘The twenty-nine libraries 
not under the Regents’ inspection contain 284,058 volumes and circulated 628,477, 
or 221 issues for each 100 books, being only about half the activity of average 
similar libraries under State supervision. 

There have been issued fifty-five certificates of approved circulation to enable 
libraries controlled by private corporations to obtain local subsidies. There was 
paid in cash to 243 libraries $22,767.49, continuing to limit State grants to $100 
to each library. ‘The applications were forty-three more than last year, and the 
amount paid $3,167.98 greater; and yet it was smaller in amount than in any 
year from 1897 to 1900. The sums asked by the libraries within the limit of 
$200 and which would have been paid if funds had been sufficient amounted to 
$33,229.89, or $10,462.40 more than could be granted. 

The general summary for the year shows reports from 1,137 libraries con- 
taining 6,975,540 volumes. They added 464,751 books last year. The 550 free 
lending libraries report 2,598,472 volumes, an increase of 173,212, or 7 per cent. 
for the year. 

Their circulation of 10,063,703 was 27,571 for each day, a gain of 2,221 daily, 
or 8 per cent. on last year. ‘This circulation represents 387 issues to each 100 
volumes, and 1,385 issues for each 1,000 of the population. A circulation of 
5,492,400 is reported for the city of New York, an increase of 768,676, or IO per 
cent. over last year. 

A comparison of libraries in the forty-two cities of the State shows that in 
two of them, Cortland and Olean, there is no library free for circulation; in four, 
Cortland, Olean, Ithaca, and Troy, nothing is paid from public taxation for free 
library maintenance, and in twenty-three only does the library tax provide more 
than $1,000 a year. There were ninety-nine library gifts reported for this State, 
$124,780 in money, $790,000 for buildings, 52,330 volumes, and 2,927 prints, etc. 
Of these, twenty-four gifts, amounting in value to $671,000, were from Andrew 
Carnegie. 

The traveling libraries now have 62,159 books in the collection, and lent last 
year 33,572 volumes to 530 borrowers. The library now has 1,420 wall pictures, 
14,811 mounted photographs, 17,002 slides, and eighteen lanterns. There are 
407 study clubs, of which seventy were added in 1902. 

The library school has twenty seniors and twenty-nine juniors, from sixteen 


SOUTHERN EDUCATION 361 


_ different States and from Norway and Nova Scotia. The school has filled 1,010 
library positions. The most important event of the year was the decision of the 
faculty to require after March 1, 1902, a degree from a registered college for 
admission to the school. The records show that of 363 students in the first Six- 
teen classes, 253, or over two-thitds, had had college training. 

For maintenance, $103,889.80 was expended, being $8,005 more than in 1901, 
This does not include $22,767 granted to libraries, or $3,167. 98 more than in 1001. 
There was spent for Books, $15,230.64; for serials, $4,610.72; for binding, 
$5,374.19: for pictures, lanterns, and slides, $4,189.25: a total of $29,404.80, or 
$1,337 more than in 1900. 

The Director is led to make this explanation from the figures given: “ Obvi- 
ously with $14,077. 30 less for increasing our collections than two years ago, and 
with increased prices resulting from the recent organization of booksellers and 
publishers, which exacts pledges that only to per cent. shall be given to libraries 
from retail prices of books where we had had in many cases 40 per cent., it is 
remarkable that so good a showing has been made.” 

The Director makes his annual appeal for a new library building. He says: 
“I simply record again that, judging from the uniform experience of the great 
libraries all over the world, the State is making a serious economic as well as 
educational mistake in delaying provision for an adequate building for this great 
cyclopedic library. We require now a mile of new shelving each year for our 
additions. We have toward 200,000 volumes nailed up in boxes and stored in the 
malthouse on the north side of the city. The administration of the library costs 
each year more and more for extra labor involved because of the lack of space 
to arrange our resources conveniently. These difficulties grow worse very fast 
after overcrowding has begun. At best it will take some years to prepare plans, 
clear a site, and complete. and equip an adequate building. If the work were 
begun this winter we should suffer severely before it could be completed. Every 
month’s delay is making a bad matter worse.’— New York Times, 1902. 


MOVING FOR A LIBRARY COMMISSION. 


The Texas Teachers’ Association, the Texas Federation of Women’s Clubs, 
and the Texas State Iibrary Association are all working for the establishment 
of a Public Library Commission for Texas, whose duty it shall be to gather and 
distribute library information, recommend library legislation, publish lists of 
worthy books, and give advice, when reauested, on all library subjects. In 
addition it is expected that such a Commission would render valuable services 
to the State along the following lines: 


(1) Establish a system of traveling libraries by means of which small col- 
lections of choice books are loaned, without charge, from a central library to 
schools, clubs, villages and rural communities in all parts of the State. Experi- 
ence in this line of work in other States shows that philanthropists will provide 
and direct their distribution. 

(2) Take proper steps looking to the enlargement of the State library. This 
is ndw inadequately supported and crowded in a small room, consequently many 
of its books are almost inaccessible, while others are being damaged in the base- 
ment of the capitol. 

(3) Establish a system of depositories in various centers of the State, or 
devise some other and better method for the distribution of all the State’s pub- 
lications. 

(4) Provide suitable library facilities for the members of the legislature. 

(5) Arrange for the maintenance of courses of instruction in library man- 
agement in one or more of our State institutions. 





362 SOUTHERN EDUCATION 


Acts and Rules Governing the State Board of Library Com- 
missioners of Michigan. 


Section 1. The Governor, with the advice and consent of the Senate, shall 
appoint four persons, residents of this State, who, together with the State 
Librarian, who shall be a member ex officio, shall constitute a Board of Library 
Commissioners. Two members of said Board shall be appointed for a term of 
four years and two for a term of two years, and thereafter the term of office 
shall be four years. All vacancies occurring in the appointive membership of 
said Board, whether by expiration of term of office or otherwise, shall be filled 
by the Governor, with the advice and consent of the Senate. 

Sec. 2. It shall be the duty of the Library Commission to give advice and 
counsel to all free libraries in the State, and to all communities which may 
propose to establish them, as to the best mcans of establishing and administering 
such libraries, the selection of books, cataloguing, and all other details of library 
management. In January of each year the Board shall make a report to the 
Governor of its doings, of which report one thousand copies shall be printed 
by the State printer for the use of the Board. 

Sec. 3. It shall be the duty of all free libraries organized under the laws of 
the State, whether general or special, to make an annual report to the Board 
of Library Commissioners, which report shall conform as near as may be reason- 
able and convenient as to time, and form such rules as the Board may prescribe. 

Sec. 4. No member of the Board of Library Commissioners shall receive 
any compensation for his services, except that the Board may appoint one of 
their number as Secretary, and such Secretary may receive such sum as shall 
be agreed upon by the Board, not exceeding three hundred dollars annually, for 
clerical services. ‘The Board shall be entitled to expend a sum not to exceed 
five hundred dollars in any one year for supplies and incidentals and for the 
actual and necessary expenses of its members in the discharge of their duties. 
The accounts of the Board shall be audited by the State Board of Auditors, and 
paid out of the general fund. 

Sec. 5. The Auditor-General shall add to and incorporate with the State 
tax for the year eighteen hundred and ninety-one, and every year thereafter, the 
sum of eight hundred dollars, to be assessed, levied, and collected as other State 
taxes are assessed, levied, and collected, which sum when collected shall be 
placed to the credit of the general fund to reimburse it for the sums authorized 
to be expended under this Act. 

This Act is ordered to take immediate effect. 

Approved June 1, 1899. 


Rules Adopted by Board of Library Commissioners. 


Free public libraries, township and public school libraries in the State of 
Michigan may become registered with the State Board of Library Commissioners 
by complying with the following rules, formulated by the Board: 

(1) All registered libraries must be free to the public. 

(2) The libraries must have a suitable custodian, and be placed in a room 
properly provided with book-shelves and tables. It must be open to the public at 
least two days in the week. 

(3) A township library applying for registration must agree to use the 
fines as provided in Article 13, Section 12, Constitution of Michigan, exclusively 
for library purposes. 

The above-named section reads as follows: 

Sre. 12. The legislature shall also provide for the establishment of at least 
one public library in each township and city, and all fines assessed and collected 
in the several counties and townships for any breach of the penal laws shall be 
exclusively applied to the use of such libraries, unless otherwise ordered by the 
township board of any township or the board of education of any city: Pro- 
vided, ‘That in no case shall such fines be used for other than library or school 
purposes. ; 

(4) A yearly report must be made to the State Board of Library Commis- 


SOUTHERN EDUCATION 363 


sioners by the officers of the registered libraries. Blanks for the report will be 
furnished by the Board. 

The rules having been accepted, a certificate of registration will be issued 
by the Board to the appplying library, which, by the transaction, will receive 
the following advantages: 


(1) Registered libraries shall be entitled to receive from the Board of 
Library Commissioners advice and aid regarding the purchase, classifying and 
cataloguing of books, and information on all subjects relating to the care and 
management of libraries. 

(2) Catalogues of the Michigan State Library shall be placed in all regis- 
tered libraries, and a book or books may be borrowed from the State Library 
for a limited time by patrons of the registered library. These loans will be 
made on request of the local librarian, and transportation expenses must be paid 
by the borrower. 

(3) Registered libraries may procure copies of State documents upon re- 
quest made to the Secretary of the Board of Library Commissioners. 

(4) Free public libraries incorporated under Act 164 of the Public Acts 
of 1877, and organized after the establishment of the Board of Library Com- 
missioners, upon notification to the Board that they have an established library 
of at’ least one hundred volumes other than State or government documents, 
and upon furnishing a list of said books to the Board, may receive from the 
State a loan of one hundred volumes to be selected from the lists furnished by 
the Board, said books to be returned within six months unless an extension of 
time is granted by the Board. 


PUBLIC LIBRARIES IN GEORGIA. 


Atlanta. — The Carnegie Library of Atlanta some time ago received $145.000 
from Mr. Carnegie. A lot costing $35,000, and 20,000 volumes, were donated 
by the Young Men’s Library Association. The city of Atlanta appropriates 
$7,000 annually to maintain the library. The library now has 24,000 volumes, 
12,277 borrowers, and last year circulated 116,000 volumes. 

Augusta. — The Young Men’s Library Association has a paid membership 
of about three hundred members, and is free to the public for reference use. 
The city of Augusta has been offered $50,000 by Mr. Carnegie on the usual con- 
ditions. 

Columbus. —’The Public Library of Columbus is an association library with 
a paid membership. The city of Columbus has been offered $25,000 by Mr. 
Carnegie. 

Dublin. — Dublin has been offered $10,000 by Mr. Carnegie on the usual 
conditions. The city has accepted the offer, and a board of trustees has been 
appointed. 

Newnan. — Newnan has received $10,000 from Mr. Carnegie, under the usual 
conditions, and the building is under process of construction. 

Macon.— The Macon Public Library is an association with paid member- 
ship. The Price Free Library was organized by ex-Mayor Price, and receives 
aid from the city government. 

Washington. —- The Mary Willis Library is free to the residents of Wilkes 
County, and is supported by endowment. 

Savannah. —'The Georgia Historical Society Library has been recently made 
free to the public, and is supported by an annual appropriation from the city 
government. 

Brunswick. — The Brunswick Library Association has a paid membership, 
and is free as a reference library. 





364 SOUTHERN EDUCATION 


CARNEGIE LIBRARIES IN THE SOUTH. 


Charlotte, N. C.— Carnegie building, $25,000, opened July 1, 1903. 
Chattanooga, Tenn. — Carnegie building, $50,000, under construction. 
Jacksonville, Fla, — Carnegie building, $50,000, not yet commenced. 
Norfolk, Va. — Carnegie building, $50,000, nearing completion. 
Nashville, Tenn. — Carnegie building, $100,000, under construction. 
Dallas, Texas. — Carnegie building, $50,000, open to public. 

Fort Worth, Texas. — Carnegie building, $50,000. 

Montgomery, Ala. — Carnegie building, $50,000, ready about September 1. 


THE INDIANA YOUNG PEOPLE’S READING CIRCLE. 


The value of the Young People’s Reading Circle to the school children of 
the State can hardly he overestimated. ‘This Circle was organized and is being 
carried on with the thought that it is well to begin early in the life of the child 
to lead him to discover the real treasures in books and to form a taste for the 
best reading. None but the best books are selected. Many of them have a 
direct bearing upon the course of study, and help to enrich it. The books put 
new life and meaning into the school work of the children, and they are rapidly 
forming the foundations of libraries in the country and village schools. ‘These 
libraries are not only of value to the school children, but they also profoundly 
influence for the better all the citizens of the community. 

It is very gratifying to note the growth of interest in this Circle from year 
to year, as shown by the great numbers of children, patrons, teachers, and school 
officials identifying themselves with the work. These facts spur the board on 
to greater efforts, and as a result much better books are offered to the children 
from year to year. The board hopes that at least one set will be placed in each 
school this year. : 

Nearly all the larger cities and towns are supplied with libraries. Of the 
children in the country schools, only about one-half are now reached by the 
Circle. The other half are without access to any reading matter except that 
which is found in their school readers, the weekly newspapers, and often the 
trashy reading that always finds its way into the hands of children when good 
literature is not supplied. It is among these children, then, that the Young 
People’s Reading Circle is trying to push its work. It is with these children 
that so much needs to be done. The work should receive the earnest, sympa- 
thetic codperation of school officials throughout the State, to the end that not 
only all of the children in the towns and cities, but all of the children in the 
country may have access to the best books. 

In a great many of the country schools the books have been purchased with 
money raised by the pupils and teachers; others were provided by the township 
trustees. [The books include stories of travel, science, books on child-life, 
biography, history, poems and sketches, all of which will cultivate in the children 
a taste for good literature and direct them to high ideals. 

The Reading Circle Board adopts the books to be read, notifies the school 
authorities where they may be bought, and offers inducements for reading them 
by giving certificates and diplomas. The work is growing constantly in extent 
and efficiency. Its promoters desire and deserve the earnest codperation of the 
parents, teachers and school officials. 

Certificates of membership will be given to members of the Circle for the 
reading of one or more of the books. When the certificate shows that the 
holder has been a member for four years, he will receive a diploma by presenting 
the certificate to the County Superintendent. 

To be counted a member of the Circle a pupil must read one or more books 
on the list for the current year. 

The following is the list of books for the year 1903-1904: Gates’ Story of 
the Live Dolls. Little Golden Hood and Other Fairy Stories, Mulock’s Adven- 
tures of a Brownie, Long’s Wilderness Ways, Blanchard’s Worth His While, 
Vawter’s The Rabbit’s Ransom, Leonard’s The Spectacle Man, Pyle’s Some 


SOUTHERN EDUCATION | 365 


Merry Adventures of Robin Hood, Munroe’s The Flamingo Feather, Fellows- 
Johnston’s The Little Colonel’s House Party, Pratt’s Lincoln in Story, Lipp- 
mann’s Dorothy Day, Warren’s Stories from English History, Blanchard’s A 
Heroine of 1812, Roosevelt and Lodge’s Hero Tales from American History, 
Hart’s Seven Great American Poets, Siriter’s Nehe, A Tale of the Time of 
Artaxerxes. 

The work of putting good books into the hands of the children parallels 
the work done for the teachers. There were 189,214 members in 1898-99, the 
children reading 458,544 books; 189,217 members in 1899-1900, reading 424,355 
books. There were 564,807 children enrolled in the public schools last year. 
Of this number at least 200,000 were in the larger towns and cities, nearly all 
of which are supplied with good books. This leaves about 364,000 children in 
the country schools. As only fifty per cent. of these children are now reached 
by the Circle, there are at least 180,000 children without access to any reading 
matter except that which is found in their school readers, the weekly news- 
papers, and often the trashy reading that always finds its way into the hands 
of children when good literature is not supplied. 


Organization of the Board of Directors, Indiana Reading 
Circles. 


1. The Indiana State Teachers’ Association hereby constitutes the Board 
of Directors for the Indiana Teachers’ and Young People’s Reading Circles, and 
adopts the following rules and regulations for its government. 

2. The aforesaid Board of Directors shall be composed of seven members, 
including the State Superintendent of Public Instruction, who shall be ex officio 
a member of the Board. Of the remaining six members, at least one shall be a 
county superintendent, at least one a city superintendent, and the remainder 
shall be chosen from the teaching profession at large. 

3. No member of a publishing firm, or agent of such firm, shall be eligible 
to membership on this Board. Should any member of this Board become a 
member of a publishing firm, or agent of such firm, within the term for which 
he was appointed to this Board, his membership herein shall immediately cease, 
and the State Teachers’ Association shall at its next meeting fill the vacancy 
thus arising for the unexpired portion of said term. 

4. ‘The members of this Board, except the State Superintendent, whose 
membership shall be concurrent with his incumbency of the State Superin- 
tendency, shall be appointed by the State Teachers’ Association in annual con- 
vention for a term of three years, or until their successors are appointed. 

5. Should any member of the Board of Directors leave the teaching pro- 
fession or quit active school work, his membership shall immediately cease. At 
each annual meeting of the State Teachers’ Association the Association shall fill 
all vacancies for the unexpired portion of such terms. 

6. The officers of this Board shall be a President, a Vice-President, and a 
Treasurer, who shall be chosen annually from the membership of the Board; 
and a Secretary, who shall not be a member of this Board, and shall be chosen 
annually. On the last day of each annual meeting of the State Teachers’ Asso- 
ciation, the members of the Reading Circle Board of Directors shall meet and 
organize for the ensuing year. 

7. ‘The members of the Board shall receive a per diem of four dollars and 
actual expenses for all time employed in discharging the duties devolving upon 
them as members of said Board; but no member shall receive any additional 
per diem or salary as an officer of the Board. The Board shall allow and pay 
the Secretary such reasonable salary as will be a fair compensation for the 
duties performed. 

8. It shall be the duty of this Board to plan a course of reading, from year 
to year, to be pursued by the public school teachers of Indiana, to provide for 
examination on the said coursesand to prepare questions for the same; to issue 
certificates to such teachers as pass the examinations satisfactorily, and to issue 


366 ; SOUTHERN EDUCATION 


diplomas to such teachers as pass the examinations in four successive years 
satisfactorily. 

It shall also be the duty of this Board to plan a course of reading, from year 
to year, to be pursued by the pupils in the public schools of Indiana, and to 
make such rules and regulations as to examinations, certificates and diplomas, 
in the Young People’s Reading Circle, as the Board may deem desirable and 
practicable. 

It shall be the further duty of this Board to select the books to be read in 
such Teachers’ and Young People’s courses; to make the most favorable terms 
with the publishers as to prices of such books to members of the two Reading 
Circles, and to provide a plan for a convenient and inexpensive distribution of 
the books to the teachers and pupils. 

9g. At each annual meeting of the State Teachers’ Association, this Board 
shall make a report of the receipts and disbursements for the year just closing 
and of such other items as in its judgment shall be of interest to the Association, 
or as the Association shall from time to time request. At each annual meeting 
of the Association an Auditing Committee shall be appointed for the coming 
year, to audit the books and accounts of the Reading Circle Board. At each 
meeting of the Association the report of this Auditing Committee shall be 
appended to the report of the Board of Directors, and shall be a part of the 
report of that Board to the State Teachers’ Association. 

10. This constitution, rules and regulations may be amended, revised, or 
annulled by a majority vote at any annual meeting of the Indiana State 
Teachers’ Association. 


PUBLIC LIBRARIES IN THE SOUTH. 


The following is a summary of statistics of public, society, and school 
libraries of 1,000 volumes and over in the South in 1900, taken from the 1900 
report of the United States Commissioner of Education: 

INCREASE OF INCREASE IN 


LIBRARIES LIBRARIES | VOLUMES 

REPORTING VOLUMES PAMPHLETS SINCE 1896 SINCE 1896 
Vile PII nee ete 2 64 489,646 37,211 14 148,241 
North Carolinas (57 285,251 28,125 17 66,494 
Sout Carolinamer 9830 250,571 39,091 7) 24,153 
C7EOToia yeh 55 290,855 35,759 14 26,814 
Ploridaive dao eee 16 67,739 | 4,600 3 24,233 
Tennessee ....... WP, BOD eat 69,711 15 73,050 
Pilabama: ta wees 43 196,521 29,588 15 79,184 
INIISSISSID DION. oe 30 160,733 23,342 I 6,137 
Louisiana sehen 40 253,074. 40,475 13 40,246 
EL EXAS Ml ces 69 246,881 41,022 30 115,050 
EN TKANGAS 2k. eee 28 181,884 34,030 II 94,284 


Compare the above statistics with the following: 
INCREASE OF INCREASE IN 


LIBRARIES LIBRARIES VOLUMES 

REPORTING VOLUMES PAMPHLETS SINCE 1896 SINCE 1896 
Maines. vie A aan MLE 701,982 115,915 18 159,316 
New Hampshire.. 143 723,560 155,009 21 127,760 
Weriniontmpass en aan. 96 481,551 48,649 29 122,338 
Massachusetts Ee 6,633,285 1,150,277 a 1,182,888 
Bhodeulsiand..) je'o2 700,072 130,684 8 120,367 
Connecticut asics. 197 1,547,007 258,358 43 445,585 
Newsvorkve- tcc 718 7,490,509 1,803,828 146 2,245,162 
New Jersey ...... 154 1,150,774 160,108 60 349,022 
Pennsylvania . 401 3,074,577 538,819 ial 1,009,816 
Delawaregin es tet 126,647 22,362 I 42,884 
MAEVISTIC Bute nie ake 8o 15175,253 175,792 12 189,923 


SOUTHERN EDUCALION 367 


STATE SUPERINTENDENTS MEET. 


_ At the call of State Superintendent H. L. Whitfield, of Mississippi, the super- 
intendents of six Southern States met at Atlanta, Georgia, on October 6th. The 
State Superintendents of North Carolina, South Carolina, Georgia, Alabama, 
Mississippi, and Tennessee were present. ‘The superintendents of the other South- 
ern States did not attend. State Superintendent Mynders, of Tennessee, was 
made chairman of the meeting, and State Superitendent Joyner, of North Caro- 
lina, secretary. 

It was the unanimous opinion of the meeting that the schools of the South were 
not doing what they should in developing the resources of the Southern States. 
It was the opinion, also, that the school terms are too short and that the counties 
and districts in each State should supplement the general appropriations for 
schools in order to make the term not less than eight months each year. The 
legislatures of the several Southern States, it was thought, should authorize a 
ee in the interest of high schools, and encourage the formation of high school 

astricts, 

It was the opinion of the superintendents present that the pay of teachers 
should be better, and that their qualifications should be raised. Attention was 
called to the prime need of better school houses and grounds. It was thought 
that the qualifications of county superintendents of education should also be 
raised, and that, in order to secure competent men, the salary attached to the 
office should be increased. 

A committee was appointed, consisting of State Superintendent Mynders, of 
Tennessee, State Superintendent Joyner, of North Carolina, and State Superin- 
tendent H. L. Whitfield, of Mississippi, to prepare an address urging the people 
of the South to make more general advancement along educational lines, and 
especially to urge that the press give additional space to educational problems and 
their discussion. The next meeting of the State Superintendents will be held at 
Birmingham some time during the coming year. 


AN ADDRESS. 


Chancellor W. B. Hill, Bishop W. A. Candler, Hon. Hoke Smith, State 
Superintendent W. B. Merritt, and County Superintendent M. L. Duggan, all 
prominent Georgians, recently issued an address to the people of Georgia, relative 
to the McMichael Amendment to the State Constitution. The following extract 
from that address explains itself and the occasion of the address: 

“In schools in Georgia taught by teachers whose average salary is only $27 
per month, we are teaching only 61 per cent. of the enrolled school population ; 
giving the children in actual attendance less than six cents’ worth of education 
per day for an average of only 112 days in the year. In the State which gives 
most largely to public education, the productive wealth for each inhabitant is 
$260 per annum. In Georgia it is less than half of this sum. 

“How are these conditions to be improved? We believe that the people 
of Georgia are both patriotic and intelligent enough to improve them, if they are 
free to do so; but they are not free. The resources for the betterment of our 
inadeauate educational system is in local taxation supplementing the general 
State fund; but the constitution of 1877 abridges and virtually denies to the people 
the right of local taxation. So many restrictions are thrown around the pro- 
cedure, sO oppressive are the requirements, so unequal are the terms of sub- 
mission of the question to the people, that their hands are tied. Under the 
existing law the recommendations of two grand juries must be obtained, and in 
the elections it is necessary to the success of the local measure to secure two- 
thirds of the qualified voters of the county. The effect of this is to count against 
the measure all the absent voters, all the voters providentially hindered from 
voting, and even those who may have removed from the county but whose names 
appear on the qualified list. The proposed amendment relieves the procedure of 
these oppressive requirements, but it is important to note that the amendment is 
itself highly conservative in that it requires a two-thirds voting majority of the 


SRO TN are OORE ELEUN H ae OW al tte 


persons voting in the election. This amendment will be submitted to the people 
at the next general-election in October, 1904. We believe that the people can be 
trusted; most of all, they can be trusted not to tax themselves too heavily. The 
amendment in effect merely restores to the people the right of local option in 
taxation. 


RECENT SCHOOL LEGISLATION IN ALABAMA. 


The legislature of Alabama which recently adjourned passed a law requiring 
elementary agriculture to be taught in the public schools. A law was also passed 
making it lawful to establish school districts with regard to centers of population, 
disregarding township lines when necessary. Another law provides that the State 
will aid in the erection of a public school house in any school district to the 
amount of $200, provided the district raises an equal amount. And still another 
mek ie passed permitting counties to levy a one-mill local tax for their public 
schools. 


EDUCATIONAL CAMPAIGN IN TENNESSEE, 


State Superintendent S. A. Mynders, on October 1, 1903, writes: 


We have held educational. rallies at Burt, in Cannon County, where as a 
result of the rally a good graded school was established by the consolidation of 
three districts; money raised by private subscription and a good building worth 
three thousand dollars erected. 

At Cross Plains, in Robertson County, one thousand people attended the 
rally, three schools were consolidated, a debt of eighteen hundred dollars on 
school building paid by private subscription, and a good graded school estab- 
lished. 

County High Schools have been established at Athens, Kingston, and Clarks- 
ville as a result of the campaign and appropriations made by the County Court 
to run same. 

Rallies in which were urged the necessity for consolidation of schools, better 
primary instruction, grading of district schools, larger local taxation, better school 
buildings, and arrangements made for the education of all the children have been 
held at the following points: 

Troy, Obion County; Union City, Obion County; Tullahoma, Coffee County ; 
Shelbyville, Bedford County; Fulton, Obion County; Lewisburg, Marshall County 
(one for white and one for colored); Theta, Maury County; Pulaski, Giles 
County; Trenton, Gibson County; Somerville, Fayette County; Huntingdon, 
Carroll County; Chattanooga, Hamilton County; Gallatin, Sumner County; Day- 
ton, Rhea County; Paris, Henry County; Savannah, Hardin County; Dickson, 
Dickson County; Dover, Stewart County; Fayetteville, Lincoln County; Cross- 
ville, Cumberland County; Cookeville, Putnam County; Cowan, Bedford County ; 
Clinton, Anderson County; Parrottsville, Cocke County; Wartrace, Bedford 
County; Loudon, Loudon County; Camden, Benton County; Dresden, Weakley 
County; Davidson County, 21st district; Bolivar, Hardeman County; Brownsville, 
Haywood County; Alamo, Crockett County; Henderson, Chester County; Selmer, 
McNairy County; Cornersville, Marshall County; Covington, Tipton County; 
Bristol, Sullivan County. 

There are also a number of others visited by Mr. Claxton, of which I have 
no record. ‘The attendance at these meetings has been large, and in many cases 
remarkably so. At a number of the meetings the attendance was over 1,000 and 
the interest very great. As a result of this campaign, interest in popular educa- 
tion over the State is greater than ever before and reports coming to my office 
as State Superintendent show the attendance in the schools over the State much 
larger. In one county where the reports a year ago showed over 5,000 out of 
school, the county supérintendent estimates that this year there are less than 
1,000, This is a county in which at least three of our rallies were held. A 


SOUTHERN EDUCATION 369 


number of counties are now agitating the question of county high schools, several 
have increased their local tax and propositions are before the county courts urging 
an increase in October or January. 

The recent Act of the legislature making school and civil districts co-extensive 
and forcing consolidation of schools by not permitting schools to be maintained 
with under seventy scholastic population, except in sparsely settled communities, 
has been explained at all points visited during the campaign and as a result the 
people have taken hold of it rapidly. 





The town of Randleman, Randolph County, North Carolina, recently voted 
a local tax for its public schools. 


Superintendent L. J. Alleman, Lafayette parish, Louisiana, said in a recent 
report to the grand jury of that parish: “’T'wo years ago we employed forty 
teachers, at an average salary of $39. Only two were trained for the work. This 
session we have fifty-five teachers, at an average salary of $46.60. This increase 
in the salary has enabled the board to employ thirty-two trained teachers for the 
coming session. ‘These trained teachers have done excellent work wherever sent, 
and the communities have been quick to appreciate their superior work, A 
healthy sentiment exists throughout the parish in favor es good teachers.” 


Since the law was enacted prohibiting the building of a new school house 
within three miles of one already established, one has been built at New House, 
Cleveland County, in less than two miles of two school houses; and one was 
created at Rehobeth this year that is in less than two miles of. three. — Shelby 
(N. C.) Correspondence Raleigh News and Observer. 


There is a public school district in Mecklenburg County with forty-seven 
children of school age, an enrollment of fifteen, and an average attendance of 
nine. This district’s share of the public money is based on the school popula- 
tio, while less than a fifth entitled to the school privileges are regular attendants. 
Other districts in that county make a showing but little better. Poor attendance 
on the public schools is not confined to Mecklenburg, but is general throughout 
the State. This is the great drawback to the cause of public education in North 
Carolina. Perhaps the only effectual remedy is compulsory education. — Waxhaw 
Enterprise, Waxhaw, N. C., September 24, 1903. 


PERIODICALS. 
The following periodicals should be found in every rural school: 
| Sa aye) 2G a ae $3.00 Wieels: Current io. e cies Poca $1.25 
ety SHC OMIPANiON. «.......45 1.75 OCurceVumbeAtinialsnwee see e. 580 
MOM VAT G1TO wy kistod gic y oe ee ss 3.00 Binds ands Natire we. ee cee 1.50 


The above list of periodicals can be obtained for about $8.90 a year. No 
rural school library and no rural school can do good work without some peri- 
odical literature.- If it is possible, some of the standard magazines should. also 
be found in every rural school. 


Mr. C. N. Simpson, of Monroe, North Carolina, recently contributed $10 for 
a rural school library in Belmont school district, Goose Creek township, Union 
County. 





The work of establishing rural school libraries in North Carolina is making 
rapid progress. Recently twenty new libraries were established in different parts 
of the State and six old rural school libraries received new books, under the 
recent amendment to the North Carolina school library law. 


RSTO Pee en SOG LEARNED UCELON ™ 


County Superintendent E. B. Wallace, of Richland County, South Carolina, 
has begun a well-organized movement to secure rural school libraries in that 
county. The school trustees of each district are duplicating whatever amounts 
are raised by the teachers and the children. The favorite means of raising money 
is by entertainments and private subscriptions. Eleven school districts have 
recently raised funds for the establishment of local libraries and they will be 
installed in a short time. 


REFERENCE BOOKS. 


The following books will be found exceedingly useful and helpful for 
reference; 


Young Folks’ Cyclopedia of Persons and Places. J. D. Champlin. Henry 
Holt &) GotNew! “Yorkie 5 4oaie ce oe os ce eee $2.50 


Dictionary of Phrase and Fable. E. C. Brewer. J. B. Lippincott Co., 
Philadelphiay jo. gaits s She ped eee oi net ieee ace ae ee $2.50 


Young Folks’ Cyclopedia of Common Things. J. D. Champlin. Henry 
Holt: & Go. New #Y orks tu Ads ewan a cee Cnet ee $2.50 


Young Folks’ Cyclopedia of Games and Sports. J. D. Champlin. Henry 
Holt t& VCO es a8 arthey eu see ee ny meh iL eee ee $2.50 


Classic Myths in English Literature. Charles Mills Gayley. Ginn & Co... $1.50 


Perhaps this is the most attractive and scholarly manual of mythology to 
be obtained. 


Note. — The total cost of these books will be about $8. An evening enter- 
tainment would raise the necessary funds. 


GEORGIA RURAL SCHOOL LIBRARIES. 


List of Books Adopted by Georgia Educational Association for 
use in Public Schools. 


Scudder’s Fable and Folk Stories, A’sop’s Fables, Andersen’s Danish Fairy 
Tales, Grimm’s German Fairy Tales, Harris’ Uncle Remus’ Songs and Sayings, 
Arabian Nights, Hawthorne’s Wonder Book, Francillon’s Gods and Heroes, 
Baldwin’s Fifty Famous Stories Retold, Eggleston’s Ten Stories of Great Ameri- 
cans, Church’s Stories of the Old World, Baldwin’s Old Stories of the East, 
Andrews’ Ten Boys, Williamson’s Life of Lee, Williamson’s Life of Jackson, 
Coffin’s Boys of ’76, Blaisdel’s Stories of the English, Harris’ Stories of Georgia, 
Guerber’s Story of Romans, Malcomer’s Stories of Great Inventors, Abbott’s 
Cesar, Abbott’s Alexander, Franklin’s Autobiography, Plutarch’s Lives, Farrar’s 
Life of Christ, Carroll’s Alice in Wonderland, Kingsley’s Water Babies, Wright’s 
Seaside and Wayside, Vol. I, Wright’s Seaside and Wayside, Vol. II, Wright’s 
Seaside and Wayside, Vol. III, Wright’s Seaside and Wayside, Vol. IV, Buckley’s 
Fairy Land of Science, Saunders’ Beautiful Joe, Sewell’s Black Beauty, Ruskin’s 
King of the Golden River, Spyri’s Heidi, Defoe’s Robinson Crusoe, Burnett’s 
Little Lord Fauntleroy, Dickens’ Little Nell, Goulding’s Young Marooners, Wyss’ 
Swiss Family Robinson, Miss Alcott’s Little Men, Miss Alcott’s Little Women, 
Martineau’s Peasant and Prince, Henty’s Lion of the North, Henty’s Saint George 
of England, Henty’s With Clive in India, Porter’s Scottish Chiefs, Cooper’s Last 
of the Mohicans, Cooke’s Surrey of the Eagle’s Nest, Scott’s Ivanhoe, Hughes’ 
Tom Brown at Rugby, Irving’s Sketch Book, Bunyan’s Pilgrim’s Progress, 
Longfellow’s Hiawatha, Longfellow’s Evangeline, Tennyson’s Idylls of the King, 
Munger’s On the Threshold — 58 in all. 


SOUTHERN BUUCATION 


2 
“I 


FORM OF LABEL FOR BOOKS. 





School Library 


Ew: County 
Library No. of Book Cost 


When Received 











RULES. 


1. During the term of school the teacher shall be the librarian, during 
Vacation some trustee, unless some other is designated by the trustees. 

2. The librarian shall paste this label, properly filled out, in each book in 
the library, and keep a catalogue of the same, showing the number of each book, 
date of purchase, cost, when loaned, when returned, etc. 

3. A book may be retained two weeks. 

4. Five cents per week will be charged for time beyond two weeks. 

5. For loss of book, borrower shall pay cost of book. 

6. For any injury beyond ordinary wear, the borrower shall pay an amount 
proportionate to the injury, to be estimated by the librarian. 


7, Any person refusing or neglecting to pay any fine shall not be allowed 
to draw any book from library. 


8. The librarian shall report to County School Commissioner, as he may 
direct, the condition of library. Read slowly, think seriously, and please return 
it with the leaves not turned down nor soiled. 


A VIRGINIA PLAN. 
The Farmville (Va.) Herald recently made the following library offer to the 
public schools of Prince Edward County: 


For 40 new annual subscriptions the Herald will give a $30 library. 

or 35 new annual subscriptions the Herald will give a $26 library. 
For 30 new annual subscriptions.the Herald will give a $22 library. 
For 25 new annual subscriptions the Herald wili give a $20 library. 
For 20 new annual subscriptions the Herald will give a $15 lbrary. 
For 15 new annual subscriptions the Herald will give a $11 library. 
For 10 new annual subscriptions the Herald will give a $ 7 library. 
For 8 new annual subscriptions the Herald will give a $ 5 library. 


The subscription price of the Herald is one dollar per annum. The books 
the Herald will give as libraries will be selected by County Supt. J. D. Eggleston, 
Jr., which insures their worth and suitableness for use in the rural schools. 

g 


A GREAT SUMMER SCHOOL. 


We publish the following communication just as it appeared in 
-the New York Times of August 30, 1903: 


To the Editor of the New York Times: 

The growth and numbers of the Summer School at Knoxville 
have been a surprise to its friends, having already reached an attend- 
ance of 2,150 teachers, gathered from all parts of the South, various 
States having gatherings of their own besides. Knoxville is the seat 
of the State University, whose President is Charles W. Dabney, who 
for four years was Assistant Secretary of Agriculture at Washington. 
He belongs to an educational family, his father having been professor 
in a Virginia institution, spending the last years of his life in Texas 
as professor in the university. 

This great Summer School is under the auspices of the General 
Education Board, and all who have contributed to that board may 


372 SOUTHERN EDUCATION 


congratulate themselves on the results. The preparation of the plans 
for the school and their execution have been in the hands of Dr. Dabney 
and his co-workers. 

The school and its results are the outcome of the general revival 
of education in the South, all previous efforts having contributed. The 
State University, in its location near the city, with its buildings and 
appliances, furnished a delightful opportunity for the work, for which 
ample preparation was made. The great meeting in Richmond brought 
its contribution. ‘The lecturers and teachers were selected from the 
most able workers in the South, aided by those eminent for their labors 
in the North. A catalogue of the list would tell of their eminence. 
Lack of space forbids their enumeration. 

Seventeen hundred of these teachers gathered at the opening, and 
began their study in a course which accorded at once with the university 
and with the needs of the common school in the South. It must be 
remembered that these teachers in their several localities met the re- 
quired expenses from their meagre earnings. This is an indication of 
their self-sacrifice to improve themselves. The school has been char- 
acterized by great enthusiasm, but under the influence of President 
Dabney and the teachers it has done a great amount of systematic work 
which will tell in their future courses and make them more efficient and 
valuable as teachers wherever they serve. 

It is interesting to look into the economies of the school, the sub- 
jects and lectures, and the subsidiary conditions that were made helpful 
to the main purpose. The number of teachers from each State consti- 
tuted of itself a working force. When the Fourth of July came, all 
these assembled for the patriotic service becoming the day, passed reso- 
lutions and spoke in most eloquent terms for the benefit of education. 
Politics were ignored. In addition, each State had its day, and some 
competent person was selected to speak for that State, perhaps sending 
a message representing the sentiment of their teachers to their Gov- 
ernors. 3 

These expressions do credit to the teachers as well as the Goy- 
ernors. Thev leave no doubt of the great awakening on the subject of 
education throughout the South. The school had the hearty co-opera- 
tion of the local press. The Journal and Tribune gave the proceedings 
in a column or more which carried information of the school and its 
work into many communities and homes, sometimes adding a good 
picture of the speaker and presenting his claims to attention — also 
gave their speeches in full or in part. This was a great boom to the 
work of the school. 

The railroad came in also to do its part in adding interest to the 
occasion and furnished excursions at moderate rates in harmony with 
the general plan of the school and was greatly enjoyed by the teachers. 
No one will question the statement that this was the most remarkable 
Summer School held in any part of the country, taking into account 
the number in attendance and the work accomplished. To judge of 
the work, one has only to read the daily reports of the Journal and 
Tribune. Joun Eaton. 

Eaton Grange, Waterloo, N. H., Aug. 22, 1903. 


a) 
Wit j 


* We have heretofore “put too Sas confidence in the mere 
acquisition of the arts of reading an writing: After these arts 
are acquired, there i is. much to be done to make them effective for 
the development ‘of the child’s intelligence. If his reasoning 
power 1s to be developed through reading, he aust be guided to 
the right sort of reading, The school must teach not only how 


to read, but what to read, and it must develop a taste for. whole- 
_ some reading.” cee age : 
fw a Hesemann Goa ee W. Ent re 


- 


a The ibtaby must be regarded as an important and necessary 
part of the system of public edtication. It is ‘said that not more 
than one in five hundred of the inhabitants of Massachusetts are 
without. library” facilities. This should be the condition every= 
where, and may be at no very. distant time if those who should 
be the most interested — oe - the teachers of the country ms will make 
a unanimous, persistent, and continued effort in this direction.” 


; —SHERMAN WILLIAMS. — 


Z . 7 ne 





The Necessity for Rural Libraries. 


o The need of the fara! (ier: must i tenn to all that 


are familiar with country school methods. Reading is the magic 
key to all our store-houses of intellectual wealth; it is the basis of 


all education. ‘The true university of these days,’ says Carlyle, 


;iss@ collection of books.’ And it is here of all points in its 
curriculum that the country school has failed most grievously; 
it has not taught the child to read, to use books. Do not under- 


stand me ‘to charge that rural school is literally and avowedly 


disloyal to the first of the immortal Three R’s, for it-is not. But 


only in the narrowest sense does it teach reading — reading as. 


the mere pronunciation of words. and the observance of punc- 
tuation marks; ‘the unlovely, mechanical side of reading. The 
brighter side of reading the country pupil does not get; the city 


pupil does. Aided by the | prescribed supplemental literature, — 
guided by the teacher, the child of the townsman learns to find — 
joy in reading, learns not only. how to read, but actually learns 
to read, to use books. If you know the country school as the 


writer does, you know the other side of the picture. You know 
children who live out a long school career without learning any- 
thing of literature beyond the monotonous rehearsal of dry text- 


book matter. Cold, hard facts about the boundaries of foreign — : 


countries, the dates of. ancient battles, the rules of the Stock 
Exchange, are regarded as matters of importance, but the teacher 


does not see that it is a greater duty to foster a love of reading 


than to teach geography or history. Or if he sees the duty and 


longs to direct the child to the beauties of literature, he is shackled — 


by the lack of facilities for such work. The same old readers are 


used year after year; no classics are studied} here is no supple- ae 


mental reading to give the spice of variety. 


“Tt is inevitable that children reared ‘anid BG surroauanent fee 
come to regard reading not as a luxury but as a drudgery, and: 7 
grow up potentially, if not in the strictest sense, illiterate. ‘I Bie 
confess,’ says Thoreau somewhere i in his ‘ “Walden,” > * that I ‘is not A~ee 


Rc ae . ‘2 3 


‘make any broad distinction between the illiterateness of any towns- 
man who can not read at all and the illiterateness of him who has 
learned only to read what is for children and feeble intellect.’ How a : 

- much narrower then should be the distinction between the ‘ illiter- Pe 


ateness of him who can not read at all’ and the illiterateness ees 
‘him whose training has been such that he Sees reading only 
asatask tobe shunned!” = 

—C. H. Por, September, 1903, . oe of np 


Ml ill INNA i 













































































